Sugar Labs - User contributions [en]

User:Owl Jr. Project/semesterproject1

2012-02-27T21:28:52Z

Lyloda5: /* PAVING THE WAY FOR LITERACY THROUGH THE OWL JR. */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

Click here to return to the OWL Jr. Project page: [[User:Owl_Jr._Project]]

----

== Background ==

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

----

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

(Focus: Research, Multimedia Content Development)

This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.

• You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

----

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

(Focus: Software/Usability/User Needs Assessment)

This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

• Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.

• Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.

• Communicating with Sugar Labs Technical mentor (TBD).

----

== Team 4: Investigating the Common Core and Literacy Needs ==

(Focus: Education, Ethnographic Research, User Needs Assessment)

This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

• Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.

• Coordination with our Sugar Labs Educational Mentor John Tierney.

----

== Team 5: The Face of the Project ==

(Focus: Web development, Graphic Design, Multimedia)

Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

• Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

• Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

• Develop a website to house the content that other teams are producing. o Create a logo for the project.

----

User:Owl Jr. Project/semesterproject1

2012-02-27T21:26:28Z

Lyloda5: /* Team 5: The Face of the Project */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

----

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

(Focus: Research, Multimedia Content Development)

This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.

• You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

----

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

(Focus: Software/Usability/User Needs Assessment)

This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

• Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.

• Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.

• Communicating with Sugar Labs Technical mentor (TBD).

----

== Team 4: Investigating the Common Core and Literacy Needs ==

(Focus: Education, Ethnographic Research, User Needs Assessment)

This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

• Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.

• Coordination with our Sugar Labs Educational Mentor John Tierney.

----

== Team 5: The Face of the Project ==

(Focus: Web development, Graphic Design, Multimedia)

Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

• Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

• Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

• Develop a website to house the content that other teams are producing. o Create a logo for the project.

----

User:Owl Jr. Project/semesterproject1

2012-02-27T21:26:11Z

Lyloda5: /* Team 4: Investigating the Common Core and Literacy Needs */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

----

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

(Focus: Research, Multimedia Content Development)

This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.

• You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

----

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

(Focus: Software/Usability/User Needs Assessment)

This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

• Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.

• Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.

• Communicating with Sugar Labs Technical mentor (TBD).

----

== Team 4: Investigating the Common Core and Literacy Needs ==

(Focus: Education, Ethnographic Research, User Needs Assessment)

This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

• Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.

• Coordination with our Sugar Labs Educational Mentor John Tierney.

----

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

• Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

• Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

• Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T21:25:55Z

Lyloda5: /* Team 3: Investigating the Sugar OS to find a place for OWL Jr. */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

----

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

(Focus: Research, Multimedia Content Development)

This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.

• You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

----

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

(Focus: Software/Usability/User Needs Assessment)

This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

• Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.

• Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.

• Communicating with Sugar Labs Technical mentor (TBD).

----

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

• Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.

• Coordination with our Sugar Labs Educational Mentor John Tierney.

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

• Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

• Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

• Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T21:25:35Z

Lyloda5: /* Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

----

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

(Focus: Research, Multimedia Content Development)

This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.

• You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

----

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

• Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.

• Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.

• Communicating with Sugar Labs Technical mentor (TBD).

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

• Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.

• Coordination with our Sugar Labs Educational Mentor John Tierney.

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

• Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

• Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

• Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T21:25:15Z

Lyloda5: /* Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

----

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.

• You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

• Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.

• Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.

• Communicating with Sugar Labs Technical mentor (TBD).

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

• Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.

• Coordination with our Sugar Labs Educational Mentor John Tierney.

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

• Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

• Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

• Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T21:24:49Z

Lyloda5: /* Teams */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.

• You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

• Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.

• Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.

• Communicating with Sugar Labs Technical mentor (TBD).

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

• Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.

• Coordination with our Sugar Labs Educational Mentor John Tierney.

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

• Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

• Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

• Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T21:24:33Z

Lyloda5: /* Project Goals for WRT394 */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.

• You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

• Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.

• Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.

• Communicating with Sugar Labs Technical mentor (TBD).

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

• Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.

• Coordination with our Sugar Labs Educational Mentor John Tierney.

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

• Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

• Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

• Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T21:24:15Z

Lyloda5: /* Project Goals */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

----

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.

• You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

• Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.

• Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.

• Communicating with Sugar Labs Technical mentor (TBD).

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

• Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.

• Coordination with our Sugar Labs Educational Mentor John Tierney.

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

• Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

• Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

• Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T21:23:58Z

Lyloda5: /* Student Learning Goals */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

----

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

----

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.

• You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

• Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.

• Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.

• Communicating with Sugar Labs Technical mentor (TBD).

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

• Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.

• Coordination with our Sugar Labs Educational Mentor John Tierney.

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

• Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

• Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

• Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T21:23:41Z

Lyloda5: /* Background */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

----

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

----

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

----

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.

• You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

• Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.

• Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.

• Communicating with Sugar Labs Technical mentor (TBD).

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

• Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.

• Coordination with our Sugar Labs Educational Mentor John Tierney.

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

• Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

• Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

• Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T21:23:23Z

Lyloda5: /* PAVING THE WAY FOR LITERACY THROUGH THE OWL JR. */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

== Student Learning Goals ==

----

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

----

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

----

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.

• You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

• Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.

• Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.

• Communicating with Sugar Labs Technical mentor (TBD).

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

• Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.

• Coordination with our Sugar Labs Educational Mentor John Tierney.

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

• Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

• Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

• Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T21:23:05Z

Lyloda5: /* Background */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

----

== Background ==

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

== Student Learning Goals ==

----

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

----

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

----

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.

• You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

• Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.

• Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.

• Communicating with Sugar Labs Technical mentor (TBD).

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

• Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.

• Coordination with our Sugar Labs Educational Mentor John Tierney.

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

• Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

• Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

• Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T21:22:44Z

Lyloda5: /* Background */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

----

== Background ==

----

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

== Student Learning Goals ==

----

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

----

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

----

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.

• You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

• Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.

• Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.

• Communicating with Sugar Labs Technical mentor (TBD).

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

• Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.

• Coordination with our Sugar Labs Educational Mentor John Tierney.

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

• Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

• Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

• Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T21:22:04Z

Lyloda5: /* Team 5: The Face of the Project */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

----

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

----

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

----

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

----

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.

• You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

• Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.

• Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.

• Communicating with Sugar Labs Technical mentor (TBD).

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

• Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.

• Coordination with our Sugar Labs Educational Mentor John Tierney.

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

• Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

• Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

• Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T21:21:15Z

Lyloda5: /* Team 4: Investigating the Common Core and Literacy Needs */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

----

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

----

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

----

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

----

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.

• You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

• Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.

• Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.

• Communicating with Sugar Labs Technical mentor (TBD).

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

• Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.

• Coordination with our Sugar Labs Educational Mentor John Tierney.

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

• Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

o Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

o Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

o Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T21:19:48Z

Lyloda5: /* Team 3: Investigating the Sugar OS to find a place for OWL Jr. */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

----

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

----

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

----

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

----

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.

• You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

• Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.

• Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.

• Communicating with Sugar Labs Technical mentor (TBD).

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

• This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

o Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.
o Coorination with our Sugar Labs Educational Mentor John Tierney.

----

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

• Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

o Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

o Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

o Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T21:19:29Z

Lyloda5: /* Team 3: Investigating the Sugar OS to find a place for OWL Jr. */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

----

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

----

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

----

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

----

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.

• You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

• Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.
• Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.
• Communicating with Sugar Labs Technical mentor (TBD).

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

• This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

o Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.
o Coorination with our Sugar Labs Educational Mentor John Tierney.

----

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

• Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

o Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

o Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

o Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T21:18:46Z

Lyloda5: /* Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

----

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

----

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

----

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

----

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.

• You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

• This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

o Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.
o Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.
o Communicating with Sugar Labs Technical mentor (TBD).

----

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

• This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

o Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.
o Coorination with our Sugar Labs Educational Mentor John Tierney.

----

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

• Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

o Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

o Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

o Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T21:17:40Z

Lyloda5: /* Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

----

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

----

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

----

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

----

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

• While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

• Monitor educational mailing list

• You should also include information on why this initiative is important.

• Deliverable: Developed report/video and short presentation to the class.

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

• This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

o The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.
o You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

----

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

• This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

o Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.
o Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.
o Communicating with Sugar Labs Technical mentor (TBD).

----

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

• This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

o Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.
o Coorination with our Sugar Labs Educational Mentor John Tierney.

----

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

• Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

o Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

o Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

o Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T21:16:06Z

Lyloda5: /* Project Goals for WRT394 */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

----

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

----

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

----

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

----

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

• This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

o While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

o Monitor educational mailing list

o You should also include information on why this initiative is important.

o Deliverable: Developed report/video and short presentation to the class.

----

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

• This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

o The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.
o You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

----

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

• This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

o Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.
o Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.
o Communicating with Sugar Labs Technical mentor (TBD).

----

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

• This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

o Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.
o Coorination with our Sugar Labs Educational Mentor John Tierney.

----

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

• Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

o Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

o Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

o Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project

2012-02-27T21:14:13Z

Lyloda5: /* The Gaming Group */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations.

A link to the first half of the project can be found here:
[[User:Owl Jr. Project/semesterproject1]]

During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

The goals of this group were as follows:

• Walter Bender said he would love to see more peer review materials for writing in Sugar, and this is something that clearly aligns with best practices in our field

• Investigate existing tools in sugar for peer review (if any)

• Then, propose how we can integrate peer review into sugar

• All suggestions should be rooted in current best practices for literacy education and be
supported with research

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The goals of this project were to:

• Investigate what teachers need to better use Sugar and come up with a list of recommendations and/or materials

• As per Walter Bender's suggestion, determine what/how lesson plans for teachers could help with classroom integration of Sugar resources

• Utilize Group 4's investigation of Sugar usage in Title 1 schools

• Root all suggestions in current best practices for literacy education and be supported with research

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

This group was instructed to:

• Investigate ways that we might take already existing sugar activities and encourage more literacy activities-based on our discussion with Walter Bender (This might include revamping the journal, writing lesson plans for teachers, etc.)

• Think of how we might encourage developers to implement peer review/reflection into the Journal activity by conveying 1) their importance and 2) teacher demand for these capabilities

• Root all suggestions in current best practices for literacy education and be supported with research

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials (grammar, writing to learn, journaling, etc.)==

''(Focus: Research, Educational Content Development)''

The goals of this group were as follows:

• Create a list of materials that would go into a writing resource targeted at the 3rd-4th grade
level (This resource will be available online and possibly through sugar)

• Once you've gotten the list (which already partially exists from previous group 3), begin
to create some resources

• All resources should be rooted in current best practices for literacy education

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The goals of this group were as follows:

• Put all revised materials from original groups online; continue to investigate ways of publicizing our project

• All suggestions should be rooted in current best practices for digital communication and be supported with research

• Remember to focus on user-centered practices

The following is a report discussing options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The goals of this group were as follows:

• Continue to work on materials that promote our OWL Jr. Initiative online

• This will include making revisions to the original video and prezi, as well as material
from other groups as necessary

• Create one more multimedia/interactive piece to accompany the original two for
publicizing purposes

• Work closely with Face of the Project Group

The following contains links to the end-of-semester multimedia projects for Fall 2011.

[[File:Face of the Project II.pdf]]

== The Gaming Group ==
''(Focus: Graphic Design, Multimedia)''

The goals of this group were as follows:

• Continue Group 3's investigations into games as a possible sugar activity

• Design a literacy game that could be added to sugar

• The game needs to have clear goals, be clearly rooted in current research and pedagogy
on learning, etc.

The following contains screen shots of a proposed Sugar literacy activity, created Fall 2011.

[[File:Gaming Group-Screens.pdf]]

User:Owl Jr. Project

2012-02-27T21:13:07Z

Lyloda5: /* Face of the Project (Video / Multimedia) */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations.

A link to the first half of the project can be found here:
[[User:Owl Jr. Project/semesterproject1]]

During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

The goals of this group were as follows:

• Walter Bender said he would love to see more peer review materials for writing in Sugar, and this is something that clearly aligns with best practices in our field

• Investigate existing tools in sugar for peer review (if any)

• Then, propose how we can integrate peer review into sugar

• All suggestions should be rooted in current best practices for literacy education and be
supported with research

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The goals of this project were to:

• Investigate what teachers need to better use Sugar and come up with a list of recommendations and/or materials

• As per Walter Bender's suggestion, determine what/how lesson plans for teachers could help with classroom integration of Sugar resources

• Utilize Group 4's investigation of Sugar usage in Title 1 schools

• Root all suggestions in current best practices for literacy education and be supported with research

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

This group was instructed to:

• Investigate ways that we might take already existing sugar activities and encourage more literacy activities-based on our discussion with Walter Bender (This might include revamping the journal, writing lesson plans for teachers, etc.)

• Think of how we might encourage developers to implement peer review/reflection into the Journal activity by conveying 1) their importance and 2) teacher demand for these capabilities

• Root all suggestions in current best practices for literacy education and be supported with research

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials (grammar, writing to learn, journaling, etc.)==

''(Focus: Research, Educational Content Development)''

The goals of this group were as follows:

• Create a list of materials that would go into a writing resource targeted at the 3rd-4th grade
level (This resource will be available online and possibly through sugar)

• Once you've gotten the list (which already partially exists from previous group 3), begin
to create some resources

• All resources should be rooted in current best practices for literacy education

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The goals of this group were as follows:

• Put all revised materials from original groups online; continue to investigate ways of publicizing our project

• All suggestions should be rooted in current best practices for digital communication and be supported with research

• Remember to focus on user-centered practices

The following is a report discussing options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The goals of this group were as follows:

• Continue to work on materials that promote our OWL Jr. Initiative online

• This will include making revisions to the original video and prezi, as well as material
from other groups as necessary

• Create one more multimedia/interactive piece to accompany the original two for
publicizing purposes

• Work closely with Face of the Project Group

The following contains links to the end-of-semester multimedia projects for Fall 2011.

[[File:Face of the Project II.pdf]]

== The Gaming Group ==
''(Focus: Graphic Design, Multimedia)''

The following contains screen shots of a proposed Sugar literacy activity, created Fall 2011.

[[File:Gaming Group-Screens.pdf]]

User:Owl Jr. Project

2012-02-27T21:11:42Z

Lyloda5: /* Face of the Project (Web) */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations.

A link to the first half of the project can be found here:
[[User:Owl Jr. Project/semesterproject1]]

During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

The goals of this group were as follows:

• Walter Bender said he would love to see more peer review materials for writing in Sugar, and this is something that clearly aligns with best practices in our field

• Investigate existing tools in sugar for peer review (if any)

• Then, propose how we can integrate peer review into sugar

• All suggestions should be rooted in current best practices for literacy education and be
supported with research

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The goals of this project were to:

• Investigate what teachers need to better use Sugar and come up with a list of recommendations and/or materials

• As per Walter Bender's suggestion, determine what/how lesson plans for teachers could help with classroom integration of Sugar resources

• Utilize Group 4's investigation of Sugar usage in Title 1 schools

• Root all suggestions in current best practices for literacy education and be supported with research

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

This group was instructed to:

• Investigate ways that we might take already existing sugar activities and encourage more literacy activities-based on our discussion with Walter Bender (This might include revamping the journal, writing lesson plans for teachers, etc.)

• Think of how we might encourage developers to implement peer review/reflection into the Journal activity by conveying 1) their importance and 2) teacher demand for these capabilities

• Root all suggestions in current best practices for literacy education and be supported with research

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials (grammar, writing to learn, journaling, etc.)==

''(Focus: Research, Educational Content Development)''

The goals of this group were as follows:

• Create a list of materials that would go into a writing resource targeted at the 3rd-4th grade
level (This resource will be available online and possibly through sugar)

• Once you've gotten the list (which already partially exists from previous group 3), begin
to create some resources

• All resources should be rooted in current best practices for literacy education

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The goals of this group were as follows:

• Put all revised materials from original groups online; continue to investigate ways of publicizing our project

• All suggestions should be rooted in current best practices for digital communication and be supported with research

• Remember to focus on user-centered practices

The following is a report discussing options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The following contains links to the end-of-semester multimedia projects for Fall 2011.

[[File:Face of the Project II.pdf]]

== The Gaming Group ==
''(Focus: Graphic Design, Multimedia)''

The following contains screen shots of a proposed Sugar literacy activity, created Fall 2011.

[[File:Gaming Group-Screens.pdf]]

User:Owl Jr. Project

2012-02-27T21:09:55Z

Lyloda5: /* Sugar / Literacy Connection - Peer Review */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations.

A link to the first half of the project can be found here:
[[User:Owl Jr. Project/semesterproject1]]

During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

The goals of this group were as follows:

• Walter Bender said he would love to see more peer review materials for writing in Sugar, and this is something that clearly aligns with best practices in our field

• Investigate existing tools in sugar for peer review (if any)

• Then, propose how we can integrate peer review into sugar

• All suggestions should be rooted in current best practices for literacy education and be
supported with research

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The goals of this project were to:

• Investigate what teachers need to better use Sugar and come up with a list of recommendations and/or materials

• As per Walter Bender's suggestion, determine what/how lesson plans for teachers could help with classroom integration of Sugar resources

• Utilize Group 4's investigation of Sugar usage in Title 1 schools

• Root all suggestions in current best practices for literacy education and be supported with research

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

This group was instructed to:

• Investigate ways that we might take already existing sugar activities and encourage more literacy activities-based on our discussion with Walter Bender (This might include revamping the journal, writing lesson plans for teachers, etc.)

• Think of how we might encourage developers to implement peer review/reflection into the Journal activity by conveying 1) their importance and 2) teacher demand for these capabilities

• Root all suggestions in current best practices for literacy education and be supported with research

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials (grammar, writing to learn, journaling, etc.)==

''(Focus: Research, Educational Content Development)''

The goals of this group were as follows:

• Create a list of materials that would go into a writing resource targeted at the 3rd-4th grade
level (This resource will be available online and possibly through sugar)

• Once you've gotten the list (which already partially exists from previous group 3), begin
to create some resources

• All resources should be rooted in current best practices for literacy education

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The following is a report discussing our options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The following contains links to the end-of-semester multimedia projects for Fall 2011.

[[File:Face of the Project II.pdf]]

== The Gaming Group ==
''(Focus: Graphic Design, Multimedia)''

The following contains screen shots of a proposed Sugar literacy activity, created Fall 2011.

[[File:Gaming Group-Screens.pdf]]

User:Owl Jr. Project

2012-02-27T21:09:23Z

Lyloda5: /* Resources for Teachers-OWL Jr. Materials */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations.

A link to the first half of the project can be found here:
[[User:Owl Jr. Project/semesterproject1]]

During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

This group goals of this group were as follows:

• Walter Bender said he would love to see more peer review materials for writing in Sugar, and this is something that clearly aligns with best practices in our field

• Investigate existing tools in sugar for peer review (if any)

• Then, propose how we can integrate peer review into sugar

• All suggestions should be rooted in current best practices for literacy education and be
supported with research

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The goals of this project were to:

• Investigate what teachers need to better use Sugar and come up with a list of recommendations and/or materials

• As per Walter Bender's suggestion, determine what/how lesson plans for teachers could help with classroom integration of Sugar resources

• Utilize Group 4's investigation of Sugar usage in Title 1 schools

• Root all suggestions in current best practices for literacy education and be supported with research

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

This group was instructed to:

• Investigate ways that we might take already existing sugar activities and encourage more literacy activities-based on our discussion with Walter Bender (This might include revamping the journal, writing lesson plans for teachers, etc.)

• Think of how we might encourage developers to implement peer review/reflection into the Journal activity by conveying 1) their importance and 2) teacher demand for these capabilities

• Root all suggestions in current best practices for literacy education and be supported with research

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials (grammar, writing to learn, journaling, etc.)==

''(Focus: Research, Educational Content Development)''

The goals of this group were as follows:

• Create a list of materials that would go into a writing resource targeted at the 3rd-4th grade
level (This resource will be available online and possibly through sugar)

• Once you've gotten the list (which already partially exists from previous group 3), begin
to create some resources

• All resources should be rooted in current best practices for literacy education

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The following is a report discussing our options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The following contains links to the end-of-semester multimedia projects for Fall 2011.

[[File:Face of the Project II.pdf]]

== The Gaming Group ==
''(Focus: Graphic Design, Multimedia)''

The following contains screen shots of a proposed Sugar literacy activity, created Fall 2011.

[[File:Gaming Group-Screens.pdf]]

User:Owl Jr. Project

2012-02-27T21:06:29Z

Lyloda5: /* Sugar / Literacy Connection - Peer Review */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations.

A link to the first half of the project can be found here:
[[User:Owl Jr. Project/semesterproject1]]

During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

This group goals of this group were as follows:

• Walter Bender said he would love to see more peer review materials for writing in Sugar, and this is something that clearly aligns with best practices in our field

• Investigate existing tools in sugar for peer review (if any)

• Then, propose how we can integrate peer review into sugar

• All suggestions should be rooted in current best practices for literacy education and be
supported with research

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The goals of this project were to:

• Investigate what teachers need to better use Sugar and come up with a list of recommendations and/or materials

• As per Walter Bender's suggestion, determine what/how lesson plans for teachers could help with classroom integration of Sugar resources

• Utilize Group 4's investigation of Sugar usage in Title 1 schools

• Root all suggestions in current best practices for literacy education and be supported with research

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

This group was instructed to:

• Investigate ways that we might take already existing sugar activities and encourage more literacy activities-based on our discussion with Walter Bender (This might include revamping the journal, writing lesson plans for teachers, etc.)

• Think of how we might encourage developers to implement peer review/reflection into the Journal activity by conveying 1) their importance and 2) teacher demand for these capabilities

• Root all suggestions in current best practices for literacy education and be supported with research

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials ==

''(Focus: Research, Educational Content Development)''

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The following is a report discussing our options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The following contains links to the end-of-semester multimedia projects for Fall 2011.

[[File:Face of the Project II.pdf]]

== The Gaming Group ==
''(Focus: Graphic Design, Multimedia)''

The following contains screen shots of a proposed Sugar literacy activity, created Fall 2011.

[[File:Gaming Group-Screens.pdf]]

User:Owl Jr. Project

2012-02-27T21:05:48Z

Lyloda5: /* Sugar / Literacy Connection - Peer Review */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations.

A link to the first half of the project can be found here:
[[User:Owl Jr. Project/semesterproject1]]

During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

This group goals of this group were as follows:

• Walter Bender said he would love to see more peer review materials for writing in Sugar, and this is something that clearly aligns with best practices in our field

• Investigate existing tools in sugar for peer review (if any)

• Then, propose how we can integrate peer review into sugar

• All suggestions should be rooted in current best practices for literacy education and be
supported with research

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The goals of this project were to:

• Investigate what teachers need to better use Sugar and come up with a list of recommendations and/or materials

• As per Walter Bender's suggestion, determine what/how lesson plans for teachers could help with classroom integration of Sugar resources

• Utilize Group 4's investigation of Sugar usage in Title 1 schools

• Root all suggestions in current best practices for literacy education and be supported with research

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

This group was instructed to:

• Investigate ways that we might take already existing sugar activities and encourage more literacy activities-based on our discussion with Walter Bender (This might include revamping the journal, writing lesson plans for teachers, etc.)

• Think of how we might encourage developers to implement peer review/reflection into the Journal activity by conveying 1) their importance and 2) teacher demand for these capabilities

• Root all suggestions in current best practices for literacy education and be supported with research

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials ==

''(Focus: Research, Educational Content Development)''

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The following is a report discussing our options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The following contains links to the end-of-semester multimedia projects for Fall 2011.

[[File:Face of the Project II.pdf]]

== The Gaming Group ==
''(Focus: Graphic Design, Multimedia)''

The following contains screen shots of a proposed Sugar literacy activity, created Fall 2011.

[[File:Gaming Group-Screens.pdf]]

User:Owl Jr. Project

2012-02-27T21:05:24Z

Lyloda5: /* Sugar / Literacy Connection - Peer Review */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations.

A link to the first half of the project can be found here:
[[User:Owl Jr. Project/semesterproject1]]

During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

This group goals of this group were as follows:

• Walter Bender said he would love to see more peer review materials for writing in Sugar, and this is something that clearly aligns with best practices in our field
• Investigate existing tools in sugar for peer review (if any)
• Then, propose how we can integrate peer review into sugar
• All suggestions should be rooted in current best practices for literacy education and be
supported with research

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The goals of this project were to:

• Investigate what teachers need to better use Sugar and come up with a list of recommendations and/or materials

• As per Walter Bender's suggestion, determine what/how lesson plans for teachers could help with classroom integration of Sugar resources

• Utilize Group 4's investigation of Sugar usage in Title 1 schools

• Root all suggestions in current best practices for literacy education and be supported with research

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

This group was instructed to:

• Investigate ways that we might take already existing sugar activities and encourage more literacy activities-based on our discussion with Walter Bender (This might include revamping the journal, writing lesson plans for teachers, etc.)

• Think of how we might encourage developers to implement peer review/reflection into the Journal activity by conveying 1) their importance and 2) teacher demand for these capabilities

• Root all suggestions in current best practices for literacy education and be supported with research

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials ==

''(Focus: Research, Educational Content Development)''

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The following is a report discussing our options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The following contains links to the end-of-semester multimedia projects for Fall 2011.

[[File:Face of the Project II.pdf]]

== The Gaming Group ==
''(Focus: Graphic Design, Multimedia)''

The following contains screen shots of a proposed Sugar literacy activity, created Fall 2011.

[[File:Gaming Group-Screens.pdf]]

User:Owl Jr. Project

2012-02-27T21:03:07Z

Lyloda5: /* Welcome to our class counterpart of the Sugar Labs wiki. */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations.

A link to the first half of the project can be found here:
[[User:Owl Jr. Project/semesterproject1]]

During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

Why peer review is so important:

Peer review is vital in all areas of industry and in nearly every field or profession. Reviewing the work of peers allows for constructive criticism as well as allowing people to the share ideas through collaboration. It also prevents needless errors prior to sending a piece of work off for formal review.

The value of peer review has been demonstrated, not only in the workplace, but within all levels of education. In fact, peer review has been shown to have dramatically positive effects on student work. A 2008 study conducted by Cho, Cho & Hacker evaluated the writing of over 600 graduate and undergraduate students. “Students who developed successful SM [ie: self-monitoring by way of self-evaluation and peer evaluation] dramatically improved their writing compared with those who did not.” (Cho, Cho & Hacket, 2008). Thurmond affirms the value of students being able to “reflect and share with others” (1999). Likewise, Minsky points to the ability to identify “the most common mistakes” as a significant part of the writing process (2010).

Providing a feedback loop for students allows them to identify areas of weakness, reflect on their approach and revise their work for correctness and clarity. Peer review provides that imperative feedback loop. Instituting peer review at the basic levels of education provides these benefits early on, to improve student work at the fundamental stages.

References:

Cho, K., Cho, M. & Hacker, D. J. (2008). Self-monitoring support for learning to write. Interactive Learning Environments 18(2), 103-113.

Minsky, M. (2010). Questioning “General” Education. Retrieved from: http://web.media.mit.edu/~minsky/

Thurmond, A.M. (1999). Seymour Papert and Constructionism. Retrieved from:http://userwww.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/home.html

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The goals of this project were to:

• Investigate what teachers need to better use Sugar and come up with a list of recommendations and/or materials

• As per Walter Bender's suggestion, determine what/how lesson plans for teachers could help with classroom integration of Sugar resources

• Utilize Group 4's investigation of Sugar usage in Title 1 schools

• Root all suggestions in current best practices for literacy education and be supported with research

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

This group was instructed to:

• Investigate ways that we might take already existing sugar activities and encourage more literacy activities-based on our discussion with Walter Bender (This might include revamping the journal, writing lesson plans for teachers, etc.)

• Think of how we might encourage developers to implement peer review/reflection into the Journal activity by conveying 1) their importance and 2) teacher demand for these capabilities

• Root all suggestions in current best practices for literacy education and be supported with research

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials ==

''(Focus: Research, Educational Content Development)''

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The following is a report discussing our options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The following contains links to the end-of-semester multimedia projects for Fall 2011.

[[File:Face of the Project II.pdf]]

== The Gaming Group ==
''(Focus: Graphic Design, Multimedia)''

The following contains screen shots of a proposed Sugar literacy activity, created Fall 2011.

[[File:Gaming Group-Screens.pdf]]

User:Owl Jr. Project

2012-02-27T20:58:52Z

Lyloda5: /* Welcome to our class counterpart of the Sugar Labs wiki. */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations.

A link to the first half of the project can be found here:

[[http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1]]

During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

Why peer review is so important:

Peer review is vital in all areas of industry and in nearly every field or profession. Reviewing the work of peers allows for constructive criticism as well as allowing people to the share ideas through collaboration. It also prevents needless errors prior to sending a piece of work off for formal review.

The value of peer review has been demonstrated, not only in the workplace, but within all levels of education. In fact, peer review has been shown to have dramatically positive effects on student work. A 2008 study conducted by Cho, Cho & Hacker evaluated the writing of over 600 graduate and undergraduate students. “Students who developed successful SM [ie: self-monitoring by way of self-evaluation and peer evaluation] dramatically improved their writing compared with those who did not.” (Cho, Cho & Hacket, 2008). Thurmond affirms the value of students being able to “reflect and share with others” (1999). Likewise, Minsky points to the ability to identify “the most common mistakes” as a significant part of the writing process (2010).

Providing a feedback loop for students allows them to identify areas of weakness, reflect on their approach and revise their work for correctness and clarity. Peer review provides that imperative feedback loop. Instituting peer review at the basic levels of education provides these benefits early on, to improve student work at the fundamental stages.

References:

Cho, K., Cho, M. & Hacker, D. J. (2008). Self-monitoring support for learning to write. Interactive Learning Environments 18(2), 103-113.

Minsky, M. (2010). Questioning “General” Education. Retrieved from: http://web.media.mit.edu/~minsky/

Thurmond, A.M. (1999). Seymour Papert and Constructionism. Retrieved from:http://userwww.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/home.html

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The goals of this project were to:

• Investigate what teachers need to better use Sugar and come up with a list of recommendations and/or materials

• As per Walter Bender's suggestion, determine what/how lesson plans for teachers could help with classroom integration of Sugar resources

• Utilize Group 4's investigation of Sugar usage in Title 1 schools

• Root all suggestions in current best practices for literacy education and be supported with research

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

This group was instructed to:

• Investigate ways that we might take already existing sugar activities and encourage more literacy activities-based on our discussion with Walter Bender (This might include revamping the journal, writing lesson plans for teachers, etc.)

• Think of how we might encourage developers to implement peer review/reflection into the Journal activity by conveying 1) their importance and 2) teacher demand for these capabilities

• Root all suggestions in current best practices for literacy education and be supported with research

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials ==

''(Focus: Research, Educational Content Development)''

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The following is a report discussing our options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The following contains links to the end-of-semester multimedia projects for Fall 2011.

[[File:Face of the Project II.pdf]]

== The Gaming Group ==
''(Focus: Graphic Design, Multimedia)''

The following contains screen shots of a proposed Sugar literacy activity, created Fall 2011.

[[File:Gaming Group-Screens.pdf]]

User:Owl Jr. Project/semesterproject1

2012-02-27T20:56:06Z

Lyloda5: /* Project Goals for WRT394 */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

----

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

----

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

----

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

----

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:
1. Determine the magnitude and scope of the OWL Jr. Project.
2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.
3. Create documentation to help other users contribute to the OWL Jr. Project.
4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)
5. To determine the most needed areas for content development.
6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

• This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

o While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

o Monitor educational mailing list

o You should also include information on why this initiative is important.

o Deliverable: Developed report/video and short presentation to the class.

----

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

• This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

o The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.
o You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

----

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

• This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

o Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.
o Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.
o Communicating with Sugar Labs Technical mentor (TBD).

----

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

• This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

o Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.
o Coorination with our Sugar Labs Educational Mentor John Tierney.

----

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

• Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

o Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

o Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

o Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T20:55:30Z

Lyloda5: /* Project Goals for WRT394 */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

----

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

----

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

----

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

----

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.
2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.
3. Create documentation to help other users contribute to the OWL Jr. Project.
4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)
5. To determine the most needed areas for content development.
6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

• This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

o While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

o Monitor educational mailing list

o You should also include information on why this initiative is important.

o Deliverable: Developed report/video and short presentation to the class.

----

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

• This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

o The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.
o You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

----

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

• This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

o Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.
o Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.
o Communicating with Sugar Labs Technical mentor (TBD).

----

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

• This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

o Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.
o Coorination with our Sugar Labs Educational Mentor John Tierney.

----

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

• Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

o Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

o Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

o Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T20:54:42Z

Lyloda5: /* Project Goals for WRT394 */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

----

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

----

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

----

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

----

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the
OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS
(e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider
connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

• This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

o While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

o Monitor educational mailing list

o You should also include information on why this initiative is important.

o Deliverable: Developed report/video and short presentation to the class.

----

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

• This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

o The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.
o You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

----

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

• This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

o Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.
o Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.
o Communicating with Sugar Labs Technical mentor (TBD).

----

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

• This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

o Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.
o Coorination with our Sugar Labs Educational Mentor John Tierney.

----

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

• Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

o Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

o Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

o Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T20:53:17Z

Lyloda5: /* Project Goals for WRT394 */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

----

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

----

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

----

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

----

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

• This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

o While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

o Monitor educational mailing list

o You should also include information on why this initiative is important.

o Deliverable: Developed report/video and short presentation to the class.

----

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

• This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

o The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.
o You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

----

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

• This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

o Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.
o Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.
o Communicating with Sugar Labs Technical mentor (TBD).

----

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

• This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

o Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.
o Coorination with our Sugar Labs Educational Mentor John Tierney.

----

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

• Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

o Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

o Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

o Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T20:49:20Z

Lyloda5: /* ' ' 'Paving the way for literacy through the OWL Jr.' ' ' */

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==PAVING THE WAY FOR LITERACY THROUGH THE OWL JR.==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

----

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

----

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

----

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

----

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

• This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

o While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

o Monitor educational mailing list

o You should also include information on why this initiative is important.

o Deliverable: Developed report/video and short presentation to the class.

----

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

• This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

o The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.
o You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

----

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

• This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

o Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.
o Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.
o Communicating with Sugar Labs Technical mentor (TBD).

----

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

• This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

o Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.
o Coorination with our Sugar Labs Educational Mentor John Tierney.

----

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

• Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

o Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

o Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

o Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project/semesterproject1

2012-02-27T20:48:38Z

Lyloda5: Created page with "http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1 ==' ' 'Paving the way for literacy through the OWL Jr.' ' '== Service Learning Project, Part I -..."

http://wiki.sugarlabs.org/index.php?title=User:Owl_Jr._Project/semesterproject1

==' ' 'Paving the way for literacy through the OWL Jr.' ' '==

Service Learning Project, Part I - Fall 2011

Dr. Dana Driscoll - Oakland University

----

== Background ==

----

Six months ago, I was approached by John Tierney, who leads efforts for Sugar Labs in educational outreach about a crucial need. This need was his organization’s desire to have a group develop literacy resources housed within the Sugar Operating system. These resources would eventually be available both online and in Sugar for the 2,000,000+ plus children worldwide, primarily in developing nations, using the Sugar OS in their schools. Sugar is the operating system that runs on the XO, the low-cost, low-power laptops distributed to children in developing nations through the One Laptop Per Child Initiative (www.olpc.org). We’ll be learning much more about Sugar and OLPC through this project.

-Dr. Driscoll

----

== Student Learning Goals ==

----

When we think about the core goals and values of our field, our department, and our university, the intersections of literacy, technology and civic engagement become crucial. This course project asks you, as students to:

• explore intersections between literacy, technology, and civic engagement through a real-life application

• apply and transfer skills and knowledge from various WRT coursework in all three tracks and WRT394 this real-life application

• make a difference in promoting literacy and increasing writing knowledge worldwide

• address and understand how issues of cultural values, the westernization of education, and literacy impact this project

----

== Project Goals ==

----

To develop a set of literacy resources, targeted toward the 3rd – 5th grade level, to be housed on the Sugar OS, and possibly the Internet. To introduce Sugar OS users to the writing process, writing to learn, reflective writing, and rhetorical concepts.

----

== Project Goals for WRT394 ==

----

A project of this magnitude cannot take place in one semester. As the first class at Oakland University working on the OWL Jr. project, our goal will be to lay the groundwork for future content developers, usability testing, and eventually implementation of this initiative.

Our job in WRT394 is to lay the groundwork for the OWL Jr. Project by preparing materials and information on the project—its goals, users, and needs. Towards that end, students in WRT394 will:

1. Determine the magnitude and scope of the OWL Jr. Project.

2. Introduce potential content developers, usability testers, and teachers to the OWL Jr. Project, Sugar Labs, and the One Laptop Per Child (OLPC) initiative.

3. Create documentation to help other users contribute to the OWL Jr. Project.

4. Determine where the OWL Jr. Resources will be integrated into the Sugar OS (e.g. live inside Sugar activity, live inside Sugar itself in the library, and potential online counterparts)

5. To determine the most needed areas for content development.

6. To reflect upon our own learning through this process and project, and consider connections to other WRT curriculum and course readings.

----

== Teams ==

----

Each team will tackle different aspects of the project—the first I have determined in advance; later aspects will be determined by the class and/or individual teams. After our first month of the project, we will re-evaluate our needs, the progress of the project, and will reassess our current teams.

Each team needs to identify the following two positions.

1) Team Leader. Team leaders delegate tasks, keeps track of who is doing what,
when it will be done. For this, team leader should be someone who is organized and efficient. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

2) Documentation specialist. Documentation specialists keep notes on team meetings and ideas. Documentation specialists are responsible for posting regular weekly “team updates” to our blog. Because of this additional responsibility, they should have a smaller share of the distributed “group” responsibilities.

----

== Team 1: Introducing Understanding Sugar Labs and the Sugar OS (software) ==

----

(Focus: Research, Multimedia Content Development)

• This team will develop materials (a textual guide, in both PDF and HTML, with graphics, and/or video) that introduces potential content developers to Sugar, as both a non-profit organization and also as an operating system. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

o While Sugar has a website that provides this information, as John Tierney has suggested, the website is very, very difficult to navigate and understand. He suggest that this is because they have few documentation specialists on board; the content been geared towards software developers, rather than educators or content developers.

o Monitor educational mailing list

o You should also include information on why this initiative is important.

o Deliverable: Developed report/video and short presentation to the class.

----

== Team 2: Introducing the OLPC Initiative & the XO Laptop (hardware) ==

----

(Focus: Research, Multimedia Content Development)

• This team will develop materials (textual, graphic, and/or video) that introduces
potential content developers to OLPC—the mission, educational philosophy, vision, and what is happening now. Your team is also responsible for describing the relationship between Sugar and OLPC to users. The created materials will be used within the OWL Jr. Project and potentially by Sugar Labs outreach.

o The OLPC has a website, blog, and wiki that provides most of the information you will need, yet it is hard to understand and navigate. Your job will be to distill this information into a clear and readable introduction.
o You should also include information on why this initiative is important. o Deliverable: Developed report/video and short presentation to the class.

----

== Team 3: Investigating the Sugar OS to find a place for OWL Jr. ==

----

(Focus: Software/Usability/User Needs Assessment)

• This team, with the assistance of two XO laptops and access to the Sugar OS in various formats, will conduct analysis of the Sugar OS and prepare a report detailing their recommendations for how and where to integrate potential OWL Jr. resources into Sugar. Your report will be posted on the Sugar Wiki as well as our own website.

o Your team will need to work coordinate with Team 4 to understand common core standards and user needs during this process.
o Deliverable: Short report detailing your findings and suggestions. Presentation to class on your results.
o Communicating with Sugar Labs Technical mentor (TBD).

----

== Team 4: Investigating the Common Core and Literacy Needs ==

----

(Focus: Education, Ethnographic Research, User Needs Assessment)

• This team is responsible for investigating basic information on Sugar users, including their needs, wants, and current ways of using the Sugar OS. TO do this, they will need to interview and/or observe teachers (and possibly students) using Sugar in schools (possibly locally, but certainly with our contacts in NY, ND, and possibly Dominican Republic), interview the Sugar Labs Educational Outreach Director (John Tierney), and investigate common core standards for literacy education that can be applied to this project.

o Deliverable: A report with your findings (posted to website and Sugar Wiki) and presentation to class with your results.
o Coorination with our Sugar Labs Educational Mentor John Tierney.

----

== Team 5: The Face of the Project ==

----

(Focus: Web development, Graphic Design, Multimedia)

• Team 5 is our web development and graphics team. This project needs a virtual home in which to live, and Team 5’s job is to develop that home using rhetorical web design principles. We’ll also need a logo and some snazzy graphics, and depending on the abilities of our team members, a short introductory video to promote the project.

o Present the class with viable options for a public face to this project (e.g. a website connected to a blog, a Facebook page, etc.).

o Deliverable: Short presentation on options for a public face of the project with negatives/positives. Presentation due September 20th.

o Develop a website to house the content that other teams are producing. o Create a logo for the project.

User:Owl Jr. Project

2012-02-27T20:03:18Z

Lyloda5: /* Teacher Needs and Sugar */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations.

During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

Why peer review is so important:

Peer review is vital in all areas of industry and in nearly every field or profession. Reviewing the work of peers allows for constructive criticism as well as allowing people to the share ideas through collaboration. It also prevents needless errors prior to sending a piece of work off for formal review.

The value of peer review has been demonstrated, not only in the workplace, but within all levels of education. In fact, peer review has been shown to have dramatically positive effects on student work. A 2008 study conducted by Cho, Cho & Hacker evaluated the writing of over 600 graduate and undergraduate students. “Students who developed successful SM [ie: self-monitoring by way of self-evaluation and peer evaluation] dramatically improved their writing compared with those who did not.” (Cho, Cho & Hacket, 2008). Thurmond affirms the value of students being able to “reflect and share with others” (1999). Likewise, Minsky points to the ability to identify “the most common mistakes” as a significant part of the writing process (2010).

Providing a feedback loop for students allows them to identify areas of weakness, reflect on their approach and revise their work for correctness and clarity. Peer review provides that imperative feedback loop. Instituting peer review at the basic levels of education provides these benefits early on, to improve student work at the fundamental stages.

References:

Cho, K., Cho, M. & Hacker, D. J. (2008). Self-monitoring support for learning to write. Interactive Learning Environments 18(2), 103-113.

Minsky, M. (2010). Questioning “General” Education. Retrieved from: http://web.media.mit.edu/~minsky/

Thurmond, A.M. (1999). Seymour Papert and Constructionism. Retrieved from:http://userwww.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/home.html

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The goals of this project were to:

• Investigate what teachers need to better use Sugar and come up with a list of recommendations and/or materials

• As per Walter Bender's suggestion, determine what/how lesson plans for teachers could help with classroom integration of Sugar resources

• Utilize Group 4's investigation of Sugar usage in Title 1 schools

• Root all suggestions in current best practices for literacy education and be supported with research

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

This group was instructed to:

• Investigate ways that we might take already existing sugar activities and encourage more literacy activities-based on our discussion with Walter Bender (This might include revamping the journal, writing lesson plans for teachers, etc.)

• Think of how we might encourage developers to implement peer review/reflection into the Journal activity by conveying 1) their importance and 2) teacher demand for these capabilities

• Root all suggestions in current best practices for literacy education and be supported with research

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials ==

''(Focus: Research, Educational Content Development)''

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The following is a report discussing our options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The following contains links to the end-of-semester multimedia projects for Fall 2011.

[[File:Face of the Project II.pdf]]

== The Gaming Group ==
''(Focus: Graphic Design, Multimedia)''

The following contains screen shots of a proposed Sugar literacy activity, created Fall 2011.

[[File:Gaming Group-Screens.pdf]]

User:Owl Jr. Project

2012-02-27T20:02:41Z

Lyloda5: /* Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations.

During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

Why peer review is so important:

Peer review is vital in all areas of industry and in nearly every field or profession. Reviewing the work of peers allows for constructive criticism as well as allowing people to the share ideas through collaboration. It also prevents needless errors prior to sending a piece of work off for formal review.

The value of peer review has been demonstrated, not only in the workplace, but within all levels of education. In fact, peer review has been shown to have dramatically positive effects on student work. A 2008 study conducted by Cho, Cho & Hacker evaluated the writing of over 600 graduate and undergraduate students. “Students who developed successful SM [ie: self-monitoring by way of self-evaluation and peer evaluation] dramatically improved their writing compared with those who did not.” (Cho, Cho & Hacket, 2008). Thurmond affirms the value of students being able to “reflect and share with others” (1999). Likewise, Minsky points to the ability to identify “the most common mistakes” as a significant part of the writing process (2010).

Providing a feedback loop for students allows them to identify areas of weakness, reflect on their approach and revise their work for correctness and clarity. Peer review provides that imperative feedback loop. Instituting peer review at the basic levels of education provides these benefits early on, to improve student work at the fundamental stages.

References:

Cho, K., Cho, M. & Hacker, D. J. (2008). Self-monitoring support for learning to write. Interactive Learning Environments 18(2), 103-113.

Minsky, M. (2010). Questioning “General” Education. Retrieved from: http://web.media.mit.edu/~minsky/

Thurmond, A.M. (1999). Seymour Papert and Constructionism. Retrieved from:http://userwww.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/home.html

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The goals of this project were to:

• Investigate what teachers need to better use Sugar and come up with a list of recommendations and/or materials

• As per Walter Bender's suggestion, determine what/how lesson plans for teachers could help with classroom integration of Sugar resources

• Utilize Group 4's investigation of Sugar usage in Title 1 schools

• Root all suggestions in current best practices for literacy education and be supported with research

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

This group was instructed to:

• Investigate ways that we might take already existing sugar activities and encourage more literacy activities-based on our discussion with Walter Bender (This might include revamping the journal, writing lesson plans for teachers, etc.)

• Think of how we might encourage developers to implement peer review/reflection into the Journal activity by conveying 1) their importance and 2) teacher demand for these capabilities

• Root all suggestions in current best practices for literacy education and be supported with research

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials ==

''(Focus: Research, Educational Content Development)''

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The following is a report discussing our options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The following contains links to the end-of-semester multimedia projects for Fall 2011.

[[File:Face of the Project II.pdf]]

== The Gaming Group ==
''(Focus: Graphic Design, Multimedia)''

The following contains screen shots of a proposed Sugar literacy activity, created Fall 2011.

[[File:Gaming Group-Screens.pdf]]

User:Owl Jr. Project

2012-02-27T19:59:08Z

Lyloda5: /* Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations.

During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

Why peer review is so important:

Peer review is vital in all areas of industry and in nearly every field or profession. Reviewing the work of peers allows for constructive criticism as well as allowing people to the share ideas through collaboration. It also prevents needless errors prior to sending a piece of work off for formal review.

The value of peer review has been demonstrated, not only in the workplace, but within all levels of education. In fact, peer review has been shown to have dramatically positive effects on student work. A 2008 study conducted by Cho, Cho & Hacker evaluated the writing of over 600 graduate and undergraduate students. “Students who developed successful SM [ie: self-monitoring by way of self-evaluation and peer evaluation] dramatically improved their writing compared with those who did not.” (Cho, Cho & Hacket, 2008). Thurmond affirms the value of students being able to “reflect and share with others” (1999). Likewise, Minsky points to the ability to identify “the most common mistakes” as a significant part of the writing process (2010).

Providing a feedback loop for students allows them to identify areas of weakness, reflect on their approach and revise their work for correctness and clarity. Peer review provides that imperative feedback loop. Instituting peer review at the basic levels of education provides these benefits early on, to improve student work at the fundamental stages.

References:

Cho, K., Cho, M. & Hacker, D. J. (2008). Self-monitoring support for learning to write. Interactive Learning Environments 18(2), 103-113.

Minsky, M. (2010). Questioning “General” Education. Retrieved from: http://web.media.mit.edu/~minsky/

Thurmond, A.M. (1999). Seymour Papert and Constructionism. Retrieved from:http://userwww.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/home.html

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The goals of this project were to:

• Investigate what teachers need to better use Sugar and come up with a list of recommendations and/or materials

• As per Walter Bender's suggestion, determine what/how lesson plans for teachers could help with classroom integration of Sugar resources

• Utilize Group 4's investigation of Sugar usage in Title 1 schools

• Root all suggestions in current best practices for literacy education and be supported with research

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

This group was instructed to:

• Investigate ways that we might take already existing sugar activities and encourage more literacy activities-based on our discussion with Walter Bender (This might include revamping the journal, writing lesson plans for teachers, etc.)

• Think of how we might encourage developers to implement peer review/reflection aspects into the Journal activity by conveying 1) their importance and 2) teacher demand

• Root all suggestions in current best practices for literacy education and be supported with research

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials ==

''(Focus: Research, Educational Content Development)''

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The following is a report discussing our options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The following contains links to the end-of-semester multimedia projects for Fall 2011.

[[File:Face of the Project II.pdf]]

== The Gaming Group ==
''(Focus: Graphic Design, Multimedia)''

The following contains screen shots of a proposed Sugar literacy activity, created Fall 2011.

[[File:Gaming Group-Screens.pdf]]

User:Owl Jr. Project

2012-02-27T19:54:24Z

Lyloda5: /* Teacher Needs and Sugar */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations.

During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

Why peer review is so important:

Peer review is vital in all areas of industry and in nearly every field or profession. Reviewing the work of peers allows for constructive criticism as well as allowing people to the share ideas through collaboration. It also prevents needless errors prior to sending a piece of work off for formal review.

The value of peer review has been demonstrated, not only in the workplace, but within all levels of education. In fact, peer review has been shown to have dramatically positive effects on student work. A 2008 study conducted by Cho, Cho & Hacker evaluated the writing of over 600 graduate and undergraduate students. “Students who developed successful SM [ie: self-monitoring by way of self-evaluation and peer evaluation] dramatically improved their writing compared with those who did not.” (Cho, Cho & Hacket, 2008). Thurmond affirms the value of students being able to “reflect and share with others” (1999). Likewise, Minsky points to the ability to identify “the most common mistakes” as a significant part of the writing process (2010).

Providing a feedback loop for students allows them to identify areas of weakness, reflect on their approach and revise their work for correctness and clarity. Peer review provides that imperative feedback loop. Instituting peer review at the basic levels of education provides these benefits early on, to improve student work at the fundamental stages.

References:

Cho, K., Cho, M. & Hacker, D. J. (2008). Self-monitoring support for learning to write. Interactive Learning Environments 18(2), 103-113.

Minsky, M. (2010). Questioning “General” Education. Retrieved from: http://web.media.mit.edu/~minsky/

Thurmond, A.M. (1999). Seymour Papert and Constructionism. Retrieved from:http://userwww.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/home.html

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The goals of this project were to:

• Investigate what teachers need to better use Sugar and come up with a list of recommendations and/or materials

• As per Walter Bender's suggestion, determine what/how lesson plans for teachers could help with classroom integration of Sugar resources

• Utilize Group 4's investigation of Sugar usage in Title 1 schools

• Root all suggestions in current best practices for literacy education and be supported with research

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials ==

''(Focus: Research, Educational Content Development)''

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The following is a report discussing our options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The following contains links to the end-of-semester multimedia projects for Fall 2011.

[[File:Face of the Project II.pdf]]

== The Gaming Group ==
''(Focus: Graphic Design, Multimedia)''

The following contains screen shots of a proposed Sugar literacy activity, created Fall 2011.

[[File:Gaming Group-Screens.pdf]]

User:Owl Jr. Project

2012-02-27T19:53:33Z

Lyloda5: /* Teacher Needs and Sugar */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations.

During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

Why peer review is so important:

Peer review is vital in all areas of industry and in nearly every field or profession. Reviewing the work of peers allows for constructive criticism as well as allowing people to the share ideas through collaboration. It also prevents needless errors prior to sending a piece of work off for formal review.

The value of peer review has been demonstrated, not only in the workplace, but within all levels of education. In fact, peer review has been shown to have dramatically positive effects on student work. A 2008 study conducted by Cho, Cho & Hacker evaluated the writing of over 600 graduate and undergraduate students. “Students who developed successful SM [ie: self-monitoring by way of self-evaluation and peer evaluation] dramatically improved their writing compared with those who did not.” (Cho, Cho & Hacket, 2008). Thurmond affirms the value of students being able to “reflect and share with others” (1999). Likewise, Minsky points to the ability to identify “the most common mistakes” as a significant part of the writing process (2010).

Providing a feedback loop for students allows them to identify areas of weakness, reflect on their approach and revise their work for correctness and clarity. Peer review provides that imperative feedback loop. Instituting peer review at the basic levels of education provides these benefits early on, to improve student work at the fundamental stages.

References:

Cho, K., Cho, M. & Hacker, D. J. (2008). Self-monitoring support for learning to write. Interactive Learning Environments 18(2), 103-113.

Minsky, M. (2010). Questioning “General” Education. Retrieved from: http://web.media.mit.edu/~minsky/

Thurmond, A.M. (1999). Seymour Papert and Constructionism. Retrieved from:http://userwww.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/home.html

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The goals of this project were to:

• Investigate what teachers need to better use Sugar and come up with a list of recommendations and/or materials
• As per Walter Bender's suggestion, determine what/how lesson plans for teachers could help with classroom integration of Sugar resources
• Utilize Group 4's investigation of Sugar usage in Title 1 schools
• Root all suggestions in current best practices for literacy education and be supported with research

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials ==

''(Focus: Research, Educational Content Development)''

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The following is a report discussing our options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The following contains links to the end-of-semester multimedia projects for Fall 2011.

[[File:Face of the Project II.pdf]]

== The Gaming Group ==
''(Focus: Graphic Design, Multimedia)''

The following contains screen shots of a proposed Sugar literacy activity, created Fall 2011.

[[File:Gaming Group-Screens.pdf]]

User:Owl Jr. Project

2012-02-27T19:46:53Z

Lyloda5: /* Welcome to our class counterpart of the Sugar Labs wiki. */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations.

During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

Why peer review is so important:

Peer review is vital in all areas of industry and in nearly every field or profession. Reviewing the work of peers allows for constructive criticism as well as allowing people to the share ideas through collaboration. It also prevents needless errors prior to sending a piece of work off for formal review.

The value of peer review has been demonstrated, not only in the workplace, but within all levels of education. In fact, peer review has been shown to have dramatically positive effects on student work. A 2008 study conducted by Cho, Cho & Hacker evaluated the writing of over 600 graduate and undergraduate students. “Students who developed successful SM [ie: self-monitoring by way of self-evaluation and peer evaluation] dramatically improved their writing compared with those who did not.” (Cho, Cho & Hacket, 2008). Thurmond affirms the value of students being able to “reflect and share with others” (1999). Likewise, Minsky points to the ability to identify “the most common mistakes” as a significant part of the writing process (2010).

Providing a feedback loop for students allows them to identify areas of weakness, reflect on their approach and revise their work for correctness and clarity. Peer review provides that imperative feedback loop. Instituting peer review at the basic levels of education provides these benefits early on, to improve student work at the fundamental stages.

References:

Cho, K., Cho, M. & Hacker, D. J. (2008). Self-monitoring support for learning to write. Interactive Learning Environments 18(2), 103-113.

Minsky, M. (2010). Questioning “General” Education. Retrieved from: http://web.media.mit.edu/~minsky/

Thurmond, A.M. (1999). Seymour Papert and Constructionism. Retrieved from:http://userwww.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/home.html

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials ==

''(Focus: Research, Educational Content Development)''

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The following is a report discussing our options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The following contains links to the end-of-semester multimedia projects for Fall 2011.

[[File:Face of the Project II.pdf]]

== The Gaming Group ==
''(Focus: Graphic Design, Multimedia)''

The following contains screen shots of a proposed Sugar literacy activity, created Fall 2011.

[[File:Gaming Group-Screens.pdf]]

File:Gaming Group-Screens.pdf

2012-02-25T18:57:26Z

Lyloda5: uploaded a new version of "File:Gaming Group-Screens.pdf"

File:Gaming Group-Screens.pdf

2012-02-25T18:54:34Z

Lyloda5:

User:Owl Jr. Project

2012-02-25T18:52:03Z

Lyloda5: /* The Gaming Group */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations. During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

These PDFs contain detailed descriptions of our class projects:

[[File:Class_Project_Description-First_Half.pdf‎]]

[[File:Class_Project_Description-Second_Half.pdf]]

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

Why peer review is so important:

Peer review is vital in all areas of industry and in nearly every field or profession. Reviewing the work of peers allows for constructive criticism as well as allowing people to the share ideas through collaboration. It also prevents needless errors prior to sending a piece of work off for formal review.

The value of peer review has been demonstrated, not only in the workplace, but within all levels of education. In fact, peer review has been shown to have dramatically positive effects on student work. A 2008 study conducted by Cho, Cho & Hacker evaluated the writing of over 600 graduate and undergraduate students. “Students who developed successful SM [ie: self-monitoring by way of self-evaluation and peer evaluation] dramatically improved their writing compared with those who did not.” (Cho, Cho & Hacket, 2008). Thurmond affirms the value of students being able to “reflect and share with others” (1999). Likewise, Minsky points to the ability to identify “the most common mistakes” as a significant part of the writing process (2010).

Providing a feedback loop for students allows them to identify areas of weakness, reflect on their approach and revise their work for correctness and clarity. Peer review provides that imperative feedback loop. Instituting peer review at the basic levels of education provides these benefits early on, to improve student work at the fundamental stages.

References:

Cho, K., Cho, M. & Hacker, D. J. (2008). Self-monitoring support for learning to write. Interactive Learning Environments 18(2), 103-113.

Minsky, M. (2010). Questioning “General” Education. Retrieved from: http://web.media.mit.edu/~minsky/

Thurmond, A.M. (1999). Seymour Papert and Constructionism. Retrieved from:http://userwww.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/home.html

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials ==

''(Focus: Research, Educational Content Development)''

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The following is a report discussing our options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The following contains links to the end-of-semester multimedia projects for Fall 2011.

[[File:Face of the Project II.pdf]]

== The Gaming Group ==
''(Focus: Graphic Design, Multimedia)''

The following contains screen shots of a proposed Sugar literacy activity, created Fall 2011.

[[File:Gaming Group-Screens.pdf]]

User:Owl Jr. Project

2012-02-25T18:50:05Z

Lyloda5: /* Resources for Teachers */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations. During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

These PDFs contain detailed descriptions of our class projects:

[[File:Class_Project_Description-First_Half.pdf‎]]

[[File:Class_Project_Description-Second_Half.pdf]]

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

Why peer review is so important:

Peer review is vital in all areas of industry and in nearly every field or profession. Reviewing the work of peers allows for constructive criticism as well as allowing people to the share ideas through collaboration. It also prevents needless errors prior to sending a piece of work off for formal review.

The value of peer review has been demonstrated, not only in the workplace, but within all levels of education. In fact, peer review has been shown to have dramatically positive effects on student work. A 2008 study conducted by Cho, Cho & Hacker evaluated the writing of over 600 graduate and undergraduate students. “Students who developed successful SM [ie: self-monitoring by way of self-evaluation and peer evaluation] dramatically improved their writing compared with those who did not.” (Cho, Cho & Hacket, 2008). Thurmond affirms the value of students being able to “reflect and share with others” (1999). Likewise, Minsky points to the ability to identify “the most common mistakes” as a significant part of the writing process (2010).

Providing a feedback loop for students allows them to identify areas of weakness, reflect on their approach and revise their work for correctness and clarity. Peer review provides that imperative feedback loop. Instituting peer review at the basic levels of education provides these benefits early on, to improve student work at the fundamental stages.

References:

Cho, K., Cho, M. & Hacker, D. J. (2008). Self-monitoring support for learning to write. Interactive Learning Environments 18(2), 103-113.

Minsky, M. (2010). Questioning “General” Education. Retrieved from: http://web.media.mit.edu/~minsky/

Thurmond, A.M. (1999). Seymour Papert and Constructionism. Retrieved from:http://userwww.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/home.html

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials ==

''(Focus: Research, Educational Content Development)''

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The following is a report discussing our options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The following contains links to the end-of-semester multimedia projects for Fall 2011.

[[File:Face of the Project II.pdf]]

== The Gaming Group ==

File:Face of the Project II.pdf

2012-02-25T18:49:30Z

Lyloda5:

User:Owl Jr. Project

2012-02-25T18:49:11Z

Lyloda5: /* Face of the Project (Video / Multimedia) */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations. During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

These PDFs contain detailed descriptions of our class projects:

[[File:Class_Project_Description-First_Half.pdf‎]]

[[File:Class_Project_Description-Second_Half.pdf]]

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

Why peer review is so important:

Peer review is vital in all areas of industry and in nearly every field or profession. Reviewing the work of peers allows for constructive criticism as well as allowing people to the share ideas through collaboration. It also prevents needless errors prior to sending a piece of work off for formal review.

The value of peer review has been demonstrated, not only in the workplace, but within all levels of education. In fact, peer review has been shown to have dramatically positive effects on student work. A 2008 study conducted by Cho, Cho & Hacker evaluated the writing of over 600 graduate and undergraduate students. “Students who developed successful SM [ie: self-monitoring by way of self-evaluation and peer evaluation] dramatically improved their writing compared with those who did not.” (Cho, Cho & Hacket, 2008). Thurmond affirms the value of students being able to “reflect and share with others” (1999). Likewise, Minsky points to the ability to identify “the most common mistakes” as a significant part of the writing process (2010).

Providing a feedback loop for students allows them to identify areas of weakness, reflect on their approach and revise their work for correctness and clarity. Peer review provides that imperative feedback loop. Instituting peer review at the basic levels of education provides these benefits early on, to improve student work at the fundamental stages.

References:

Cho, K., Cho, M. & Hacker, D. J. (2008). Self-monitoring support for learning to write. Interactive Learning Environments 18(2), 103-113.

Minsky, M. (2010). Questioning “General” Education. Retrieved from: http://web.media.mit.edu/~minsky/

Thurmond, A.M. (1999). Seymour Papert and Constructionism. Retrieved from:http://userwww.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/home.html

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials ==

''(Focus: Research, Educational Content Development)''

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The following is a report discussing our options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The following contains links to the end-of-semester multimedia projects for Fall 2011.

[[File:Face of the Project II.pdf]]

== Resources for Teachers ==

User:Owl Jr. Project

2012-02-25T18:48:23Z

Lyloda5: /* Face of the Project (Video / Multimedia) */

[[File:PROJECT_LOGO.jpg|center]]

== Welcome to our class counterpart of the Sugar Labs wiki. ==
The Owl Jr. Project is modeled after the Purdue Online Writing Lab (OWL), which provides literacy help guides for college students. However, the Owl Jr. is aimed at a younger audience and will provide command of language materials for K-12 students. It was initiated by faculty and students from Oakland University in Rochester, Michigan, under the guidance and direction of John Tierney.

As part of the service learning coursework in a ''Literacy, Technology and Civic Engagement'' course, our class divided into teams and completed multiple projects over one semester. Our objective was to investigate Sugar strategies and challenges to classroom use, while also finding creative ways to circumvent common problems. In doing so, our goal was to expand SugarLabs' efforts by providing additional literacy resources.

This project was conducted in two parts. The first half of the semester, five teams conducted preliminary research and background investigations. During the second half, the class was reconfigured into seven teams who produced reports, multi-media presentations, educational materials, a petition and game ideas. Links to each of these materials can be found in the following sections of this page.

These PDFs contain detailed descriptions of our class projects:

[[File:Class_Project_Description-First_Half.pdf‎]]

[[File:Class_Project_Description-Second_Half.pdf]]

Our website is: http://owljrproject.weebly.com/
----

== Sugar / Literacy Connection - Peer Review ==
''(Focus: Software / User / User Needs Assessment)''

Why peer review is so important:

Peer review is vital in all areas of industry and in nearly every field or profession. Reviewing the work of peers allows for constructive criticism as well as allowing people to the share ideas through collaboration. It also prevents needless errors prior to sending a piece of work off for formal review.

The value of peer review has been demonstrated, not only in the workplace, but within all levels of education. In fact, peer review has been shown to have dramatically positive effects on student work. A 2008 study conducted by Cho, Cho & Hacker evaluated the writing of over 600 graduate and undergraduate students. “Students who developed successful SM [ie: self-monitoring by way of self-evaluation and peer evaluation] dramatically improved their writing compared with those who did not.” (Cho, Cho & Hacket, 2008). Thurmond affirms the value of students being able to “reflect and share with others” (1999). Likewise, Minsky points to the ability to identify “the most common mistakes” as a significant part of the writing process (2010).

Providing a feedback loop for students allows them to identify areas of weakness, reflect on their approach and revise their work for correctness and clarity. Peer review provides that imperative feedback loop. Instituting peer review at the basic levels of education provides these benefits early on, to improve student work at the fundamental stages.

References:

Cho, K., Cho, M. & Hacker, D. J. (2008). Self-monitoring support for learning to write. Interactive Learning Environments 18(2), 103-113.

Minsky, M. (2010). Questioning “General” Education. Retrieved from: http://web.media.mit.edu/~minsky/

Thurmond, A.M. (1999). Seymour Papert and Constructionism. Retrieved from:http://userwww.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/home.html

The following link takes you to this team's recommendation report.

[[File:Literacy-Peer Review Proposal.pdf]]

== Teacher Needs and Sugar ==

''(Focus: Education, Ethnographic Research, User Needs Assessment)''

The following is the end-of-semester report for Fall 2011.

[[File:Teacher Needs & Sugar-Usability Report.pdf]]

----

== Sugar / Literacy connection - Journaling / Diary activity and Writing to Learn ==

The following two documents contain 1) a report on the value of writing to learn and 2) a petition for Journal revision to be signed by teachers.

[[File:Journal Revision Report.pdf]]

[[File:Petition for Journal Revision.pdf]]
----

== Resources for Teachers-OWL Jr. Materials ==

''(Focus: Research, Educational Content Development)''

The following are the end-of-semester literacy materials developed for Fall 2011.

[[File:OWL Jr. Materials.pdf]]

----

== Face of the Project (Web) ==
''(Focus: Web Development, Graphic Design, Multimedia)''

The following is a report discussing our options for creating an online presence for Owl Jr.

[[file:Face_of_the_Project_Report.pdf]]

== Face of the Project (Video / Multimedia)==
''(Focus: Graphic Design, Multimedia)''

The following is the end-of-semester report for Fall 2011.

[[File:Face of the Project II.pdf]]

== Resources for Teachers ==