https://wiki.sugarlabs.org/api.php?action=feedcontributions&user=Wwdillingham&feedformat=atomSugar Labs - User contributions [en]2024-03-29T01:25:06ZUser contributionsMediaWiki 1.35.2https://wiki.sugarlabs.org/index.php?title=Math4Team/RIT/Projects&diff=42522Math4Team/RIT/Projects2010-01-03T01:43:32Z<p>Wwdillingham: /* Teacher Reporting */</p>
<hr />
<div>{{TOCright}}<br />
<br />
== [[Colour_The_Part|Colour The Part]] ==<br />
Incorporating math and color theory onto a platformer, create a fun and educational activity targeted at 4th grade Math students. The activity uses elements of platform games with obstacles and puzzle solving to teach addition and multiplication of fractions while keeping the player entertained. <br />
<br />
== [[MPG|M.P.G.]] ==<br />
M.P.G. is an RIT Math4Team game. This is a Dungeons and Dragons adventure style game where players will have to solve various math puzzles to defeat enemies and proceed through the dungeons.<br />
<br />
==[[Math4Team/RIT/Projects/Math_Maze|Math Maze]]==<br />
[[User:kdh7733|Kevin Hockey]] and [[User:TS1593|Tom Sekovski]] are making maze style game (built upon the pre-existing game [[http://wiki.laptop.org/go/Maze Maze]]) where at each decision moment the player has to answer a question. Some questions include: adding/subtracting numbers, factoring, word and fraction problems<br />
<br />
==[[School Server/RIT|schoolserver.rit.edu]]==<br />
The XO school Server, or XS, is one of the products of the OLPC project, designed to complement the XO laptop. It is a Linux-based OS (a Fedora-based distribution) engineered to be installed on generic low-end servers. <br />
When we deploy one laptop per child, we must also provide additional infrastructure extending the capabilities of the laptops. While the laptops are self-sufficient for many learning activities, other activities and services depend on the School Server providing connectivity, shared resources and services. Services, tools and activities running on the School Server allow asynchronous interaction, can use larger storage capacity, and take advantage of the processing power of the XS.<br />
<br />
==[[Teacher's Tools]]==<br />
[[User:acj3840|Alex Jones]] is planning on creating a tool for teachers to help evaluate how well their students have learned certain material. It will be similar to Assimilate but help the teachers learn the weak points of their students' knowledge.<br />
<br />
==[[Flash Card Game - Assimilate]]==<br />
This project is one of [[Math4Team/RIT/Projects | many small projects]] focused on developing 4th grade math games which will run on the OLPC XO. We are [[Math4Team/RIT/Alumni/Spring-2009| RIT students]] who are working on this with the help of other developers who become interested in our projects.<br />
The focus of this project is to turn an existing game ([[olpc:Assimilate|Assimilate]]) into a math based flash card game which will hopefully be included on future XO's.<br />
<br />
Group members:<br />
[[User:Dbj4366|Dennis Jalbert]], [[User:Jck1089|James Kolb]], [[User:bjr9081|Brendan Reen]]<br />
<br />
==[[Math4Team/RIT/Projects/Fun Towers|Fun Towers]]==<br />
Fun Towers is a pre-existing game that can be found online in several version (http://www.funnytowers.com/ is one example) that has been ported to the XO, written in Squeak. Our team is modifying this purely numerical/card based game into one that can be used as a teaching tool as part of the 4th grade math project.<br />
Our initial goals in modifying the pre-existing game remain relatively simple and achievable, and our goal is to produce verifiable results that can be used to point to the very preliminary success of the math4 program, while more in-depth projects are still in development.<br />
The game itself is simple, users are given a card and with it are able to remove from one of 3 pyramids of cards a card that is one greater or one lower in value. This card that has been removed is the users new card, and any cards that were covered by the removed card are now in play.<br />
<br />
Group members are <br />
[[User:EricMallon|Eric Mallon,]] [[User:eldrac|Tyler Bragdon,]] [[User:Cdaniels29|Chris Daniels]]<br />
<br />
==[[Image:Lemon_Icon.svg|24px]][[Lemonade Stand]]==<br />
Lemonade stand (or more likely, *Insert produce here* stand) is a collaboration project at RIT. It is designed to test children on fractions, working with money, estimation, and other math topics. While our time restraints limit the extent to which we can implement features, the current goal is a feature complete program even if lacking in graphics. We plan on having a system based on buying and selling commodities and an eventual season based economy. <br />
<br />
The largest and most complex task of the project will be the introduction of a basic AI to handle the economy, the use of graphics, and localization. We are planning on introducing the game with a generic currency model while trying to find a commodity that either works worldwide, or is easy to replace for regional types. At the very least, we plan on having a feature complete text model that can be finished by other interested parties.<br />
<br />
The RIT students currently working on the project are [[User:Epsilon748|Anthony King]], [[User:Qalthos|Nathaniel Case]], [[User:Jsang1|Jonathan Sanger]], [[User:Mdd8919 | Mitchell DeMarco]], [[User:sss1406|Steven Schoenfeld]], and [[User:Echo35|Anthony Lubriani]].<br />
<br />
==[[Math4Team/RIT/Projects/Muthris|Muthris]]==<br />
Muthris is a math themed, Tetris-based game inspired by Cuyo. Players control falling blocks which must be grouped in certain math related ways in-order to clear that grouping from the board. The level is lost when the board fills up with blocks. Players learn math skills by fun repetition of simple mathematical problems and the grouping of sets of numbers. Levels are abstracted away from the core game. This allows one to simple drop in new levels and learn different mathematical concepts.<br />
<br />
Group Members: [[User:dpk3062|Doug]]<br />
<br />
==[[Produce Puzzle]]==<br />
The object of the game is to solve a system of equations with unknowns represented by fruits. The player is given the column sums and row sums, and from there he must determine the value of each fruit. The game difficulty can be changed, and it ranges from solving 3x3 fruit equations, all the way up to 9x9 fruit grids.<br />
<br />
We, [[User:Classclownfish | Abbi Honeycutt]] and [[User:Nikeunltd| Kennedy Kong]] from Rochester Institute of Technology, has taken over this project. Previous creators were Matthew Michihara, Elizabeth Deng, and Aaron Macris from University of Southern California during their "Code for a cause OLPC Hack-a-thon".<br />
==[[/Question Support API|Question Support API]]==<br />
The purpose of the Question Support API is to provide a unified method for Activities to access standardized format question files. The API currently supports the use of multiple choice questions with a single correct answer and no partial credit. Currently, the API only reports questions in a plain text format from Moodle format question files.<br />
<br />
Group members are <br />
[[User:Enimihil|Greg Stevens]], [[User:Jfinney|Jameson Finney]], [[User:Bbl5660|Brian Long]]<br />
<br />
==[[Teacher Reporting]]==<br />
Our goal is to allow results and / or grades, from student activities to be readily available to teachers. <br />
- Based on their wants and needs,teachers can then generate custom reports on a class or Individual. Teachers Have the ability to determine what types of problems students are finding most difficult. <br />
- Additionally we envision logic in the module which analyses student activity and checks for a yes || no interpretation of each student's understanding of Curriculum Standards.<br />
<br />
==[[Math4Team/RIT/Tips & Tricks|Tips & Tricks]]==<br />
==[[Math4Team/RIT/Complaints & Problems|Complaints & Problems]]==<br />
<br />
[[Category:Idea]]</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Math4Team/RIT/Projects&diff=42521Math4Team/RIT/Projects2010-01-03T01:41:08Z<p>Wwdillingham: /* Teacher Reporting */</p>
<hr />
<div>{{TOCright}}<br />
<br />
== [[Colour_The_Part|Colour The Part]] ==<br />
Incorporating math and color theory onto a platformer, create a fun and educational activity targeted at 4th grade Math students. The activity uses elements of platform games with obstacles and puzzle solving to teach addition and multiplication of fractions while keeping the player entertained. <br />
<br />
== [[MPG|M.P.G.]] ==<br />
M.P.G. is an RIT Math4Team game. This is a Dungeons and Dragons adventure style game where players will have to solve various math puzzles to defeat enemies and proceed through the dungeons.<br />
<br />
==[[Math4Team/RIT/Projects/Math_Maze|Math Maze]]==<br />
[[User:kdh7733|Kevin Hockey]] and [[User:TS1593|Tom Sekovski]] are making maze style game (built upon the pre-existing game [[http://wiki.laptop.org/go/Maze Maze]]) where at each decision moment the player has to answer a question. Some questions include: adding/subtracting numbers, factoring, word and fraction problems<br />
<br />
==[[School Server/RIT|schoolserver.rit.edu]]==<br />
The XO school Server, or XS, is one of the products of the OLPC project, designed to complement the XO laptop. It is a Linux-based OS (a Fedora-based distribution) engineered to be installed on generic low-end servers. <br />
When we deploy one laptop per child, we must also provide additional infrastructure extending the capabilities of the laptops. While the laptops are self-sufficient for many learning activities, other activities and services depend on the School Server providing connectivity, shared resources and services. Services, tools and activities running on the School Server allow asynchronous interaction, can use larger storage capacity, and take advantage of the processing power of the XS.<br />
<br />
==[[Teacher's Tools]]==<br />
[[User:acj3840|Alex Jones]] is planning on creating a tool for teachers to help evaluate how well their students have learned certain material. It will be similar to Assimilate but help the teachers learn the weak points of their students' knowledge.<br />
<br />
==[[Flash Card Game - Assimilate]]==<br />
This project is one of [[Math4Team/RIT/Projects | many small projects]] focused on developing 4th grade math games which will run on the OLPC XO. We are [[Math4Team/RIT/Alumni/Spring-2009| RIT students]] who are working on this with the help of other developers who become interested in our projects.<br />
The focus of this project is to turn an existing game ([[olpc:Assimilate|Assimilate]]) into a math based flash card game which will hopefully be included on future XO's.<br />
<br />
Group members:<br />
[[User:Dbj4366|Dennis Jalbert]], [[User:Jck1089|James Kolb]], [[User:bjr9081|Brendan Reen]]<br />
<br />
==[[Math4Team/RIT/Projects/Fun Towers|Fun Towers]]==<br />
Fun Towers is a pre-existing game that can be found online in several version (http://www.funnytowers.com/ is one example) that has been ported to the XO, written in Squeak. Our team is modifying this purely numerical/card based game into one that can be used as a teaching tool as part of the 4th grade math project.<br />
Our initial goals in modifying the pre-existing game remain relatively simple and achievable, and our goal is to produce verifiable results that can be used to point to the very preliminary success of the math4 program, while more in-depth projects are still in development.<br />
The game itself is simple, users are given a card and with it are able to remove from one of 3 pyramids of cards a card that is one greater or one lower in value. This card that has been removed is the users new card, and any cards that were covered by the removed card are now in play.<br />
<br />
Group members are <br />
[[User:EricMallon|Eric Mallon,]] [[User:eldrac|Tyler Bragdon,]] [[User:Cdaniels29|Chris Daniels]]<br />
<br />
==[[Image:Lemon_Icon.svg|24px]][[Lemonade Stand]]==<br />
Lemonade stand (or more likely, *Insert produce here* stand) is a collaboration project at RIT. It is designed to test children on fractions, working with money, estimation, and other math topics. While our time restraints limit the extent to which we can implement features, the current goal is a feature complete program even if lacking in graphics. We plan on having a system based on buying and selling commodities and an eventual season based economy. <br />
<br />
The largest and most complex task of the project will be the introduction of a basic AI to handle the economy, the use of graphics, and localization. We are planning on introducing the game with a generic currency model while trying to find a commodity that either works worldwide, or is easy to replace for regional types. At the very least, we plan on having a feature complete text model that can be finished by other interested parties.<br />
<br />
The RIT students currently working on the project are [[User:Epsilon748|Anthony King]], [[User:Qalthos|Nathaniel Case]], [[User:Jsang1|Jonathan Sanger]], [[User:Mdd8919 | Mitchell DeMarco]], [[User:sss1406|Steven Schoenfeld]], and [[User:Echo35|Anthony Lubriani]].<br />
<br />
==[[Math4Team/RIT/Projects/Muthris|Muthris]]==<br />
Muthris is a math themed, Tetris-based game inspired by Cuyo. Players control falling blocks which must be grouped in certain math related ways in-order to clear that grouping from the board. The level is lost when the board fills up with blocks. Players learn math skills by fun repetition of simple mathematical problems and the grouping of sets of numbers. Levels are abstracted away from the core game. This allows one to simple drop in new levels and learn different mathematical concepts.<br />
<br />
Group Members: [[User:dpk3062|Doug]]<br />
<br />
==[[Produce Puzzle]]==<br />
The object of the game is to solve a system of equations with unknowns represented by fruits. The player is given the column sums and row sums, and from there he must determine the value of each fruit. The game difficulty can be changed, and it ranges from solving 3x3 fruit equations, all the way up to 9x9 fruit grids.<br />
<br />
We, [[User:Classclownfish | Abbi Honeycutt]] and [[User:Nikeunltd| Kennedy Kong]] from Rochester Institute of Technology, has taken over this project. Previous creators were Matthew Michihara, Elizabeth Deng, and Aaron Macris from University of Southern California during their "Code for a cause OLPC Hack-a-thon".<br />
==[[/Question Support API|Question Support API]]==<br />
The purpose of the Question Support API is to provide a unified method for Activities to access standardized format question files. The API currently supports the use of multiple choice questions with a single correct answer and no partial credit. Currently, the API only reports questions in a plain text format from Moodle format question files.<br />
<br />
Group members are <br />
[[User:Enimihil|Greg Stevens]], [[User:Jfinney|Jameson Finney]], [[User:Bbl5660|Brian Long]]<br />
<br />
==[[Teacher Reporting]]==<br />
Our goal is to allow results and / or grades, from student activities to be readily available to teachers. <br />
- Based on their wants and needs,teachers can then generate custom reports on a class or Individual. Teachers Have the ability to determine what types of problems students are finding most difficult. <br />
- Additionally we envision logic in the module which analyses student activity and checks for a yes || no interpretation of whether or not each student understands Curriculum Standards.<br />
<br />
==[[Math4Team/RIT/Tips & Tricks|Tips & Tricks]]==<br />
==[[Math4Team/RIT/Complaints & Problems|Complaints & Problems]]==<br />
<br />
[[Category:Idea]]</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Sugar_on_a_Stick/Beta&diff=40492Sugar on a Stick/Beta2009-11-22T22:08:08Z<p>Wwdillingham: /* Download */</p>
<hr />
<div>{{TOCright}}<br />
==Soas05 Beta==<br />
*(Fedora 12 beta (rawhide)) See [[Talk:Sugar_on_a_Stick/Linux#SoaS_Fedora_matrix|Soas Fedora image matrix]].<br />
===Download===<br />
<br />
* Help save our bandwidth. Please download via BitTorrent, if possible.<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
| '''Tracker''' || '''Link'''<br />
|-<br />
| LegalTorrents.com || http://www.legaltorrents.com/torrents/847-sugar-on-a-stick-v2-beta-nov-11-2009-release<br />
|}<br />
<br />
Alternatively, you can download via http:<br />
* ''Sugar on a Stick v2'' snapshots are available for download at [http://download2.sugarlabs.org/soas/snapshots/2/?C=M;O=D http://download2.sugarlabs.org/soas/snapshots/2/], latest test version, [http://download2.sugarlabs.org/soas/snapshots/2/soas05.iso soas05.iso] (updated 11 Nov 2009).<br />
<br />
===SoaS Installation on USB/SD===<br />
* Use ONLY this script file to create a bootable image, http://bit.ly/livecd-iso-to-disk.<br />
:(Don't forget to <code>chmod +x tools_livecd-iso-to-disk.sh</code> after you download the script.)<br />
* The .iso file may be burnt to a CD-ROM and booted on your PC (or mounted in a virtual machine to boot it):<br />
<br />
'''Note:'''<br />
* See this [http://www.mail-archive.com/soas@lists.sugarlabs.org/msg00335.html announcement] for more information.<br />
* To install the .iso disc image, execute the shell script as the root user in <u>one</u> command with arguments as follows:<br />
<div style="border:1px dashed #2f6fab; padding:8px; margin:8px; background-color:#f9f9f9"><code>sudo ./tools_livecd-iso-to-disk.sh --overlay-size-mb 400 --delete-home --extra-kernel-args selinux=0 ./soas05.iso /dev/sd*1</code></div><br />
:* (*) ''be sure of your USB/SD '''s'''torage '''d'''evice name (such as sda, sdb, etc.) and partition (such as 1, 2, etc.), yielding, for example,'' <code>/dev/sdb1</code>. ''Use the mount command or the partition manager to confirm it before executing the script.''<br />
:* <code>--format --reset-mbr</code> are optional arguments for the shell script, but may be excluded to preserve the existing disc format and data. See [[olpc:How to Damage a FLASH Storage Device]] for a discussion of why you might want to try to keep your factory format on a flash storage device. <br />
:* If you do use the format and reset master boot record arguments, you'll want to specify the target device name and not a partition, that is <code>/dev/sd*</code> with no partition number, instead of <code>/dev/sd*1</code> as in the example above used to specify an existing partition. ''As noted above, confirm your target disc device name&mdash;in this case, it is VERY DANGEROUS to your other discs if this is entered wrong, as the whole disc will be reformatted and a new master boot record written causing all previously written data on that disc to be lost.''<br />
<br />
====Alternate 'hybrid-mode' method using dd (not working at present)====<br />
An alternate method of creating a LiveUSB stick form of the .iso (a 'hybrid' image) to make a bootable USB/SD (NOT RECOMMENDED)<br />
<br />
*If you use dd command to write a USB or SD image, there will be no persistence. The SCRIPT method detailed above should be used.<br />
<br />
In Root Terminal:<br />
<br />
dd if=soas04.iso of=/dev/sd(?) bs=4M<br />
<br />
* Be sure your USB/SD is /dev/sd? check with partition manager to be sure.<br />
CAUTION: ** You can destroy you Hard Disk if you enter it wrong! **<br />
<br />
====ZyX-LiveInstaller====<br />
* ZyX-LiveInstaller allows you to install SoaS when it is already running '''from''' either a LiveUSB device or LiveCD media '''to''' a system or external disk. This results in what is considered a traditional operating system installation on disk (or USB-Stick/SD-Card). This is unlike the above methods which create a Live Media (USB/SD) from the .iso file.<br />
* It is known to work best with the most recent snapshot build - soas04.iso.[http://download.sugarlabs.org/soas/snapshots/2/]<br />
<br />
* To use<br />
:* start the terminal activity, type in lowercase 'zyx-liveinstaller', then press enter. <br />
:* start the partitioner 'gparted' if necessary<br />
::* you will need at least a single partition for the root filesystem, that is greater than 2GB. Some disks labeled and sold as 2GB may not be quite large enough.<br />
::* optionally, you may use a seperate partition for the /boot filesystem<br />
::* optionally, you may select a seperate partition for swap space. 1-2GB is recommended and will allow the use of hibernation (suspend-to-disk)<br />
::* note: formatting in the partitioner is not required.<br />
::* exit the partitioner by hitting the X in the top corner of window.<br />
:* read and follow the simple wizard, choosing destination volumes/partitions for boot, root, and swap. boot may be the same as root, and swap is optional.<br />
* This is a *destructive* install, meaning that the contents of the disks or partitions you choose will be overwritten entirely.<br />
* During installation, you are free to use other activities.<br />
* After installation completes, you may remove the LiveUSB or LiveCD, and continue using the newly installed system - ''without rebooting''!!!. This means that anything done with the system before, during, or after installation persists into the installed system.<br />
* An example with details of install in a virtual machine[http://wiki.sugarlabs.org/go/VMware#Soas04.iso_Install_using_zyx-liveinstaller]</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Sugar_on_a_Stick/Beta&diff=40491Sugar on a Stick/Beta2009-11-22T22:07:46Z<p>Wwdillingham: /* Download */</p>
<hr />
<div>{{TOCright}}<br />
==Soas05 Beta==<br />
*(Fedora 12 beta (rawhide)) See [[Talk:Sugar_on_a_Stick/Linux#SoaS_Fedora_matrix|Soas Fedora image matrix]].<br />
===Download===<br />
(This points to soas03.iso or earlier)<br />
* Help save our bandwidth. Please download via BitTorrent, if possible.<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
| '''Tracker''' || '''Link'''<br />
|-<br />
| LegalTorrents.com || http://www.legaltorrents.com/torrents/847-sugar-on-a-stick-v2-beta-nov-11-2009-release<br />
|}<br />
<br />
Alternatively, you can download via http:<br />
* ''Sugar on a Stick v2'' snapshots are available for download at [http://download2.sugarlabs.org/soas/snapshots/2/?C=M;O=D http://download2.sugarlabs.org/soas/snapshots/2/], latest test version, [http://download2.sugarlabs.org/soas/snapshots/2/soas05.iso soas05.iso] (updated 11 Nov 2009).<br />
<br />
===SoaS Installation on USB/SD===<br />
* Use ONLY this script file to create a bootable image, http://bit.ly/livecd-iso-to-disk.<br />
:(Don't forget to <code>chmod +x tools_livecd-iso-to-disk.sh</code> after you download the script.)<br />
* The .iso file may be burnt to a CD-ROM and booted on your PC (or mounted in a virtual machine to boot it):<br />
<br />
'''Note:'''<br />
* See this [http://www.mail-archive.com/soas@lists.sugarlabs.org/msg00335.html announcement] for more information.<br />
* To install the .iso disc image, execute the shell script as the root user in <u>one</u> command with arguments as follows:<br />
<div style="border:1px dashed #2f6fab; padding:8px; margin:8px; background-color:#f9f9f9"><code>sudo ./tools_livecd-iso-to-disk.sh --overlay-size-mb 400 --delete-home --extra-kernel-args selinux=0 ./soas05.iso /dev/sd*1</code></div><br />
:* (*) ''be sure of your USB/SD '''s'''torage '''d'''evice name (such as sda, sdb, etc.) and partition (such as 1, 2, etc.), yielding, for example,'' <code>/dev/sdb1</code>. ''Use the mount command or the partition manager to confirm it before executing the script.''<br />
:* <code>--format --reset-mbr</code> are optional arguments for the shell script, but may be excluded to preserve the existing disc format and data. See [[olpc:How to Damage a FLASH Storage Device]] for a discussion of why you might want to try to keep your factory format on a flash storage device. <br />
:* If you do use the format and reset master boot record arguments, you'll want to specify the target device name and not a partition, that is <code>/dev/sd*</code> with no partition number, instead of <code>/dev/sd*1</code> as in the example above used to specify an existing partition. ''As noted above, confirm your target disc device name&mdash;in this case, it is VERY DANGEROUS to your other discs if this is entered wrong, as the whole disc will be reformatted and a new master boot record written causing all previously written data on that disc to be lost.''<br />
<br />
====Alternate 'hybrid-mode' method using dd (not working at present)====<br />
An alternate method of creating a LiveUSB stick form of the .iso (a 'hybrid' image) to make a bootable USB/SD (NOT RECOMMENDED)<br />
<br />
*If you use dd command to write a USB or SD image, there will be no persistence. The SCRIPT method detailed above should be used.<br />
<br />
In Root Terminal:<br />
<br />
dd if=soas04.iso of=/dev/sd(?) bs=4M<br />
<br />
* Be sure your USB/SD is /dev/sd? check with partition manager to be sure.<br />
CAUTION: ** You can destroy you Hard Disk if you enter it wrong! **<br />
<br />
====ZyX-LiveInstaller====<br />
* ZyX-LiveInstaller allows you to install SoaS when it is already running '''from''' either a LiveUSB device or LiveCD media '''to''' a system or external disk. This results in what is considered a traditional operating system installation on disk (or USB-Stick/SD-Card). This is unlike the above methods which create a Live Media (USB/SD) from the .iso file.<br />
* It is known to work best with the most recent snapshot build - soas04.iso.[http://download.sugarlabs.org/soas/snapshots/2/]<br />
<br />
* To use<br />
:* start the terminal activity, type in lowercase 'zyx-liveinstaller', then press enter. <br />
:* start the partitioner 'gparted' if necessary<br />
::* you will need at least a single partition for the root filesystem, that is greater than 2GB. Some disks labeled and sold as 2GB may not be quite large enough.<br />
::* optionally, you may use a seperate partition for the /boot filesystem<br />
::* optionally, you may select a seperate partition for swap space. 1-2GB is recommended and will allow the use of hibernation (suspend-to-disk)<br />
::* note: formatting in the partitioner is not required.<br />
::* exit the partitioner by hitting the X in the top corner of window.<br />
:* read and follow the simple wizard, choosing destination volumes/partitions for boot, root, and swap. boot may be the same as root, and swap is optional.<br />
* This is a *destructive* install, meaning that the contents of the disks or partitions you choose will be overwritten entirely.<br />
* During installation, you are free to use other activities.<br />
* After installation completes, you may remove the LiveUSB or LiveCD, and continue using the newly installed system - ''without rebooting''!!!. This means that anything done with the system before, during, or after installation persists into the installed system.<br />
* An example with details of install in a virtual machine[http://wiki.sugarlabs.org/go/VMware#Soas04.iso_Install_using_zyx-liveinstaller]</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Sugar_on_a_Stick/Linux&diff=39113Sugar on a Stick/Linux2009-10-11T18:35:43Z<p>Wwdillingham: </p>
<hr />
<div><noinclude>{{GoogleTrans-en}}{{TOCright}}</noinclude><br />
== Introduction ==<br />
This page offers a variety of '''experimental''' options for putting a [[Sugar on a Stick]] image on a USB flash drive under GNU/Linux. Look at the page Contents box to the right to select a suitable option.<br />
<br />
For a more stable, released version, see '''[[Sugar_on_a_Stick/Strawberry#Linux_Users | v1 Strawberry]]'''.<br />
<br />
If you have questions, trouble, or feedback, please let us know on the [[{{TALKPAGENAMEE}}|discussion]] page. "Sugar on a Stick" is provided in a number of [[Talk:Sugar_on_a_Stick/Linux#SoaS_Fedora_matrix|variants]]. If you can improve these instructions, please edit the page and do so!<br />
<br />
==SoaS V2 Beta==<br />
*(Fedora 12 alpha) See [[Talk:Sugar_on_a_Stick/Linux#SoaS_Fedora_matrix|Soas Fedora image matrix]].<br />
===Download===<br />
* Help save our bandwidth. Please download via BitTorrent, if possible.<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
| '''Tracker''' || '''Link'''<br />
|-<br />
| LegalTorrents.com || http://www.legaltorrents.com/torrents/780-sugar-on-a-stick-v2-beta<br />
|}<br />
<br />
Alternatively, you can download via http:<br />
* ''Sugar on a Stick v2'' snapshots are available for download at http://download.sugarlabs.org/soas/snapshots/2/, latest test version, {{SoaS snapshot path}}, (5 Oct 2009).<br />
<br />
===SoaS v2 Intallation===<br />
* Use ONLY this script file to create a bootable image, http://bit.ly/livecd-iso-to-disk.<br />
:(Don't forget to <code>chmod +x tools_livecd-iso-to-disk.sh</code> after you download the script.)<br />
* The .iso file may be burnt to a CD-ROM and booted on your PC (or mounted in a virtual machine to boot it):<br />
*# Press <Esc> at the blue. initial boot screen,<br />
*# Press <Tab> to enter more boot options,<br />
*# Append <code>selinux=0</code> to the startup command arguments,<br />
*# Press <Enter> to continue with the boot.<br />
<br />
'''Note:'''<br />
* See this [http://lists.sugarlabs.org/archive/sugar-devel/2009-September/019829.html announcement] for more information (noting the changes and notes below).<br />
* Do ''NOT'' use installation instructions in other sections of this page for this version of SoaS.<br />
* Note that selinux must be disabled in the startup (selinux=0) or Sugar will not load.<br />
*: This precludes using a dd command to write a USB or SD image. The SCRIPT MUST BE USED.<br />
* To install the .iso disc image, execute the shell script as the root user in <u>one</u> command with arguments as follows:<br />
<div style="border:1px dashed #2f6fab; padding:8px; margin:8px; background-color:#f9f9f9"><code>sudo ./tools_livecd-iso-to-disk.sh --overlay-size-mb 400 --delete-home --extra-kernel-args selinux=0 ./SoaS3-200909271154.iso /dev/sd*1</code></div><br />
:* (*) ''be sure of your USB/SD '''s'''torage '''d'''evice name (such as sda, sdb, etc.) and partition (such as 1, 2, etc.), yielding, for example,'' <code>/dev/sdb1</code>. ''Use the mount command or the partition manager to confirm it before executing the script.''<br />
:* The <code>--format --reset-mbr</code> arguments for the shell script were in the example script, but may be excluded to preserve the existing disc format and data. See [[olpc:How to Damage a FLASH Storage Device]] for a discussion of why you might want to try to keep your factory format on a flash storage device. <br />
:* If you do use the format and reset master boot record arguments, you'll want to specify the target device name and not a partition, that is <code>/dev/sd*</code> with no partition number, instead of <code>/dev/sd*1</code> as in the example above used to specify an existing partition. ''As noted above, confirm your target disc device name&mdash;in this case, it is VERY DANGEROUS to your other discs if this is entered wrong, as the whole disc will be reformatted and a new master boot record written causing all previously written data on that disc to be lost.''<br />
<br />
<br />
<br />
== Put [[Sugar on a Stick/Installation/OLPC | SoaS on an OLPC XO-1]] ==<br />
* See [[Sugar on a Stick/Installation/OLPC]] for booting an OLPC XO-1 with SoaS images.<br />
== Put SoaS onto a stick using Fedora and Ubuntu ==<br />
<br />
This is known to work in Fedora and Ubuntu.<br />
<br />
First, start downloading a SoaS <tt>.iso</tt> image from the [[Sugar on a Stick#Download locations|download locations section]], then return here.<br />
<br />
:(A program called UNetBootin available at http://unetbootin.sourceforge.net/ does all this magic for you... or you can do the magic yourself:)<br />
<br />
* Make sure you have the ''syslinux'' package installed on the operating system that you will use to prepare the Live USB image. It is recommended that you also have the ''isomd5sum'' package installed. The ''cryptsetup'' package is another option potentially used by the "livecd-iso-to-disk" installation script. (On Ubuntu, <code>sudo apt-get install syslinux isomd5sum cryptsetup</code> will install the packages. They are also available through the Synaptic Package Manager.)<br />
: (On Gentoo, one needs to uncomment 'SAMPLE FILE' in /etc/mtools/mtools.conf to make syslinux work.)<br />
:*''syslinux'' is needed to set up booting on the FAT file system of the USB disc or Live CD.<br />
:*''isomd5sum'' is needed for the recommended verification step, which checks that the .iso file is complete after its travels. If there is a problem with the .iso file, the script will exit and provide a failure message. The verification step can be bypassed by using the <code>--noverify</code> option.<br />
:*''cryptsetup'' is only needed for the option to provide password protection and encryption for the persistent /home/liveuser folder. It is not necessary if one applies the recommended <code>--unencrypted-home</code> option. The <code>--unencrypted-home</code> option is preferred because the reduced overhead improves robustness with the compressed ''squashfs'' file system employed by the Live USB deployment.<br />
* Plug in a 1GB or larger USB stick into your computer.<br />
* Download the installation script: http://download.sugarlabs.org/soas/releases/livecd-iso-to-disk.sh (23 June 2009).<br>(You will execute this script several steps below.)<br />
* Check the USB device name. In the example below, the '''s'''torage '''d'''evice is /dev/sdb and filesystem partition on that device is /dev/sdb1:<br />
: <tt>'''df -h'''</tt><br />
Filesystem Size Used Avail Use% Mounted on<br />
/dev/sda1 19G 7.0G 11G 40% /<br />
tmpfs 1.5G 0 1.5G 0% /lib/init/rw<br />
varrun 1.5G 96K 1.5G 1% /var/run<br />
varlock 1.5G 0 1.5G 0% /var/lock<br />
udev 1.5G 2.9M 1.5G 1% /dev<br />
tmpfs 1.5G 104K 1.5G 1% /dev/shm<br />
lrm 1.5G 2.0M 1.5G 1% /lib/modules/2.6.27-11-generic/volatile<br />
/dev/sdb1 996M 913M 84M 92% /mnt/myUSBdisc<br />
<br />
* Unmount the drive,<br><br />
: <tt>sudo umount /dev/sd''b1''</tt><br />
<br />
* Then check to see that the partition is marked as bootable,<br><br />
: <tt>sudo fdisk '''-l'''</tt> ''<----that's a lowercase letter 'L' for the '''l'''ist option.''<br />
You should see output that looks like this:<br />
Disk /dev/sdb: 1047 MB, 1047265280 bytes<br />
255 heads, 63 sectors/track, 127 cylinders<br />
Units = cylinders of 16065 * 512 = 8225280 bytes<br />
Disk identifier: 0x0008325f<br />
. <br />
Device Boot Start End Blocks Id System<br />
/dev/sdb1 * 1 127 1020096 6 FAT16<br />
The '*' under the Boot column is what you want to see.<br />
: If not, then<br />
:* For Ubuntu 8.10, menu: System -> Administration -> Partition Editor (GParted).<br />
::# Select your USB device (/dev/sd''b'' for the rest of these instructions),<br />
::# then your partition (/dev/sd''b1''),<br />
::# then menu: Partition -> Manage Flags,<br />
::# check the boot box,<br />
::# and Close to mark the partition as bootable.<br />
<br />
:* For Fedora,<br />
::# <tt>parted /dev/sd''b''</tt><br />
::# toggle 1 boot<br />
::# quit <br />
<br />
* Also, check to see that you do not already have an existing boot loader (such as [[wikipedia:GNU GRUB|GRUB]]) in the [[wikipedia:Master boot record|MBR]] of your stick. (If you have not previously used this stick as a live boot, you can skip this step.) To be sure that the USB stick's MBR is wiped clean, overwrite it completely using:<br />
: <tt>dd if=/dev/zero of=/dev/sd''b'' bs=446 count=1</tt><br />
:: (Actually, that didn't work for me. But this did:<br />
::: <tt>lilo -M /dev/sd''b''</tt><br />
:::It put in a standard MBR that boots whichever partition has been called bootable. It does not install [[wikipedia:LILO (boot loader)|LILO]] as such.)<br />
* Change mode to make the script executable. <br />
: <tt>chmod +x livecd-iso-to-disk.sh</tt><br />
* Run it as root, making sure to pass the correct USB device and to set overlay and home size appropriately, depending on the stick size.<br />
: <tt>sudo ./livecd-iso-to-disk.sh --overlay-size-mb 300 --home-size-mb 160 --delete-home --unencrypted-home soas-strawberry.iso /dev/sd''b1''</tt><br />
::The ''livecd-iso-to-disk'' installation has the advantage over the ''liveusb-creator'' installation method by allowing a persistent /home/liveuser folder with the <tt>--home-size-mb ''NNN''</tt> option. This feature would allow you to update the OS image while keeping the user files (by running the script against your existing installation but <u>leaving out</u> the --home-size-mb NNN option).<br />
::* The <code>--delete-home</code> option is used to avoid an error message while requesting both a new home (with <code>--home-size-mb</code>) and a persistent home (indirectly with <code>--unencrypted-home</code>). You wouldn't use the --delete-home option on an upgrade of the operation system only.<br />
:Depending on the size of your USB stick, you may have to decrease <code>--overlay-size-mb</code> and <code>--home-size-mb</code> values (for example, for a 1-GB stick, use 200 for each).<br />
:* If you get an error about udevinfo, you have the new version of udev where "udevadm info" is the proper command. :Create an executable file called udevinfo somewhere in your path with the following contents:<br />
:::<code>#!/bin/bash</code><br><br />
:::<code>udevadm info $*</code><br />
:* Watch out for errors in the output of the script, the script seems to ignore them! (and say all is fine on the last line).<br />
<br />
===livecd-iso-to-disk.sh transcript===<br />
<br />
$ sudo ./livecd-iso-to-disk.sh --overlay-size-mb 300 --home-size-mb 160 --delete-home --unencrypted-home Soas2-200906211228.iso /dev/sdb1<br />
Verifying image...<br />
/home/walter/Desktop/Soas2-200906211228.iso: 9f1aa3c7a19dd9c68d1047d681f703c6<br />
Fragment sums: f5ddb7deb26b6474bd59be9f57b6c7abcd624e1ccc682ddf664ba73da4ed<br />
Fragment count: 20<br />
Checking: 100.0%<br />
<br />
The media check is complete, the result is: PASS.<br />
<br />
It is OK to use this media.<br />
Copying live image to USB stick<br />
Updating boot config file<br />
Initializing persistent overlay file<br />
300+0 records in<br />
300+0 records out<br />
314572800 bytes (315 MB) copied, 88.7551 s, 3.5 MB/s<br />
Initializing persistent /home<br />
160+0 records in<br />
160+0 records out<br />
167772160 bytes (168 MB) copied, 48.1191 s, 3.5 MB/s<br />
Formatting unencrypted /home<br />
mke2fs 1.41.4 (27-Jan-2009)<br />
Filesystem label=<br />
OS type: Linux<br />
Block size=1024 (log=0)<br />
Fragment size=1024 (log=0)<br />
40960 inodes, 163840 blocks<br />
8192 blocks (5.00%) reserved for the super user<br />
First data block=1<br />
Maximum filesystem blocks=67371008<br />
20 block groups<br />
8192 blocks per group, 8192 fragments per group<br />
2048 inodes per group<br />
Superblock backups stored on blocks: <br />
8193, 24577, 40961, 57345, 73729<br />
<br />
Writing inode tables: done <br />
Creating journal (4096 blocks): done<br />
Writing superblocks and filesystem accounting information: done<br />
<br />
This filesystem will be automatically checked every 28 mounts or<br />
180 days, whichever comes first. Use tune2fs -c or -i to override.<br />
tune2fs 1.41.4 (27-Jan-2009)<br />
Setting maximal mount count to -1<br />
Setting interval between checks to 0 seconds<br />
Installing boot loader<br />
USB stick set up as live image!<br />
<br />
== Full Fedora 11 Install of Sugar-Desktop on a Stick to USB ==<br />
Uses [[wikipedia:Logical_Volume_Manager_(Linux)|Logical Volume Manager (LVM)]] layer over the file structure on the USB flash drive. Other methods on this page install a LiveUSB image that uses a compressed file system ([[wikipedia:SquashFS|SquashFS]]) to hold the system and content.<br />
<br />
THIS IS A WORK IN PROGRESS. Please make suggestions or improvements.<br />
===='''Download of Prebuilt SUGAR-DESKTOP USB.img file'''====<br />
<br />
* DOWNLOAD Link:[[http://people.sugarlabs.org/Tgillard/]] <br />
'''Requires:'''<br />
* GNU/Linux system with ability to decompress archive<br />
* 4 GB or larger USB Stick<br />
* Familiarity with dd commands in terminal (see below)<br />
<br />
====Make your OWN Custom SUGAR-DESKTOP USB Boot Stick====<br />
* Uses Fedora 11 Net Install CD,[http://mirrors.cat.pdx.edu/fedora/linux/releases/11/Fedora/i386/iso/] so best with a fast internet connection.<br />
* USB 2.0 recommended or install would take a excessive time using USB 1.0<br />
* '''Requires 4-GB USB drive.''' (Tested with Cruzer Micro USB Stick, an 8-GB Toshiba USB drive works faster.)<br />
# Boot from CD<br />
# Enter language, time, location, root user password<br />
# Replace existing Linux system<br />
# Review and modify partitioning layout<br />
# edit LVM VolGroup<br />
# delete LV_swap (needed to fit on 4GB stick and for reduced writes to USB)<br />
# edit LV_root (Edit LVM and increase to max size on (/dev/sda*)<br />
# size:(change to max shown)<br />
# yes for no swap file<br />
# Write changes to disk '''*NOTE: Be sure this is the USB drive, or you will ruin your hard disk installation on the host PC.'''<br />
# install boot loader Fedora/dev/mapper/VolGroup-lv_root<br />
# enable network interface (DHCP, IPv4)<br />
# retrieve install informtion for Fedora 11-i386<br />
# Select customize now<br />
## sugar-desktop ONLY / deselect gnome-desktop<br />
## deselect other unwanted applications in categories (Games, etc)<br />
#: Installer will reformat drive; install bootloader; transfer 957 packages (about 2 hours)<br />
#reboot<br />
# Configuration setup (Graphical), add user and password on first boot<br />
# Log in User<br />
# Select Sugar on selection bar<br />
* <br />
*''' You can also do a hard disk install of SUGAR this way ''' (not tested yet)<br />
<br />
*''' This procedure can be used with a Windows PC if it will boot from CD'''<br />
<br />
====8 GB Gnome/Sugar-Desktop USB====<br />
*''' install gnome or KDE desktop with this technique and then, use add/remove programs to install sugar from other desktops'''<br />
<br />
*''' you get a 8GB USB that boots either gnome or sugar (8 GB Toshiba USB)'''<br />
This Works well....can switch back between desktops by logging off and back on.<br />
<br />
===='''AUTO Login to SUGAR'''====<br />
<br />
TO bypass gdm Login and start up Stick in SUGAR DESKTOP:<br />
*start up and log in to sugar<br />
*Open Terminal Application<br />
su -<br />
password=sugarroot<br />
yum install gedit<br />
(after gedit is installed:)<br />
gedit /etc/gdm/gdm.schemas<br />
*change: (to true and add sugar)<br />
--snip--<br />
<key>daemon/AutomaticLoginEnable</key><br />
<signature>b</signature><br />
<default>true</default><br />
</schema><br />
<schema><br />
<key>daemon/AutomaticLogin</key><br />
<signature>s</signature><br />
<default>sugar</default><br />
</schema> <br />
--snip--<br />
*Reboot<br />
<br />
===='''Duplication of USB Sticks'''====<br />
'''Caution:''' ''This is a work in progress''<br />
<br />
====Preparation of target device====<br />
'''Caution if you purchase Sandisk cruzer micro 4 GB USB you have to use Windows machine to to start the U3 program and delete the hidden U3 directory'''<br />
<br />
'''This will make the USB a full 4GB otherwise it will be too small to use dd to copy .img file'''<br />
* U3 partition will not be removed by formating with Partition Manager<br />
<br />
'''CAUTION VERY DANGEROUS IF NOT ENTERED CORRECTLY:'''<br />
<br />
* Enter Terminal<br />
su -<br />
<password><br />
(Need to be ROOT or get permission denied)<br />
* Target USB device MUST be larger for this to work (not all USB Sticks are exactly the same size)<br />
** be certain of the device identifier, /dev/sd(x), for your USB Stick. (I use the partition editor in Ubuntu 9.04 to identify the USB device.)<br />
* Note that .img file on Desktop can be compressed for distribution.<br />
<br />
'''Example of sucessful clone session:''''<br />
=====Make Image from USB:=====<br />
* 8-GB Toshiba USB<br />
root@xxxxx:/home/robert/Desktop# dd if=/dev/sda* of=USB8.img<br />
15687680+0 records in<br />
15687680+0 records out<br />
8032092160 bytes (8.0 GB) copied, 421.146 s, 19.1 MB/s<br />
<br />
=====use image to write USB Clone:=====<br />
* 4-GB SanDisk Cruzer with U3 partition removed<br />
root@xxxx:/home/robert/Desktop# dd if=USB4C2.img of=/dev/sdg bs=4k<br />
986623+1 records in<br />
986623+1 records out<br />
4041211392 bytes (4.0 GB) copied, 595.509 s, 6.8 MB/s<br />
<br />
== Make a Sugar-Desktop on a Stick VMware appliance ==<br />
<br />
Prebuilt VMware Appliances: [http://people.sugarlabs.org/Tgillard/]<br />
# Download and expand file<br />
# copy to USB Stick (min 4GB)<br />
# Play with VMPlayer (free) available here: [http://www.vmware.com/download/player/]<br />
<br />
OR<br />
<br />
[[VMware|These instructions]] will help you put a [[Sugar on a Stick#Downloading|SoaS image]] onto a USB<br />
stick that boots into VMware Player that then runs a VMware Virtual Appliance containing a [[Sugar on a Stick#Downloading|SoaS image]].<br />
<br />
== openSUSE Sugar-Desktop on a stick ==<br />
<br />
* The openSUSE version is a .raw image that is burned to a stick by the dd command. It creates a usb stick that boots sugar-desktop with 55 applications.<br />
<br />
* '''This is a persistent live image on a stick''' (a file system is created on the stick on first boot)<br />
<br />
* Installation of openSUSE.raw file to USB/SD: [[VMware#Image USB/SD Drives]]<br />
<br />
* Download Link for .raw files:[[http://download.opensuse.org/repositories/Education/images/]]<br />
<br />
* Details http://en.opensuse.org/Sugar<br />
===Dual Mode .iso Files===<br />
NOTE: Latest versions of opensuse-edu-sugar.iso files can be burned to USB with dd command. "They are dual mode"<br />
Download: [[http://download.opensuse.org/repositories/Education/images/iso/]]<br />
<br />
The resulting USB/SD has not got persistence. It is equivalent to Booting from the CD<br />
<br />
Example record: <br />
*be sure /dev/sd(x) points to your USB (can destroy your Hard Disk if wrong) use Partition Manager to see proper label...<br />
dd if=openSUSE-Sugar-live-unstable.i686-0.2.0-Build5.1.iso of=/dev/sd(x)* bs=4M<br />
102+1 records in<br />
102+1 records out<br />
428867584 bytes (429 MB) copied, 53.2686 s, 8.1 MB/s<br />
<br />
== What's next? ==<br />
<br />
After you've created your stick, it's time to [[Sugar_on_a_Stick#Boot|boot your stick]] and [[Sugar on a Stick/Getting Involved | test]] it out. Please also [[Sugar on a Stick/Getting Involved/Testing | report]] your observations.<br />
<br />
[[Category:HowTo]]</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=File:Rit_olpc_team.jpg&diff=38876File:Rit olpc team.jpg2009-10-06T02:00:15Z<p>Wwdillingham: Logo of the RIT Open Source Education Project.</p>
<hr />
<div>Logo of the RIT Open Source Education Project.</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Sugar_on_a_Stick/Downloads&diff=38746Sugar on a Stick/Downloads2009-10-03T16:14:51Z<p>Wwdillingham: /* Download locations */</p>
<hr />
<div><noinclude>{{GoogleTrans-en}}{{TeamHeader|Sugar on a Stick|home=Project Home|xbgColor=ffe792|join_label=Get Involved}}</noinclude><br />
====Download locations====<br />
* Help save our bandwidth. Please download via bittorrent if possible<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
| '''Tracker''' || '''Link'''<br />
|-<br />
| Legaltorrents.com || http://www.legaltorrents.com/torrents/599-sugar-on-a-stick<br />
|}<br />
<br />
* or from one of the following locations.<br />
*: When downloading, please pick a download server that is close to your current location.<br />
*: (The download is a CD-ROM disc image .iso file (380 MiB) that could be burned to a blank CD and booted as a LiveCD to demonstrate Sugar—but no work or changes will be saved after shutdown.)<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
| '''Location''' || '''Link'''<br />
|-<br />
| U.S.A. ''master'' || {{SoaS release path}}<br />
|-<br />
| Europe ''mirror'' || http://ftp.snt.utwente.nl/pub/software/sugarlabs/soas/releases/soas-strawberry.iso<br />
|-<br />
| Netherlands ''mirror'' || http://ftp.nluug.nl/pub/os/Linux/distr/Sugar/soas/releases/soas-strawberry.iso<br />
|-<br />
|}<br />
<br />
====Confirming a proper download====<br />
<br />
A SHA hash is used to determine if the file downloaded properly. The SHA1SUM hash __only__ for the Strawberry iso is:<br />
41b08c93a65cc1e38286b9f8980f51528a36761d<br />
<br />
You can check the SHA1SUM from the GNU/Linux shell:<br />
<br />
sha1sum soas-strawberry.iso<br />
<br />
If the hash matches the number above, then you can be reasonably sure that the file downloaded properly.<br />
Here's the video: http://www.youtube.com/watch?v=V2q7l7Npb0s<br />
==== Latest ''experimental'' builds====<br />
'''Remember''', these are alpha quality&mdash;that means unstable and likely to frustrate all but developers and development testers.<br />
* The newest snapshot releases of Sugar on a Stick v2 are available for download from: http://download.sugarlabs.org/soas/snapshots/3/<br />
*: The '3' series of SoaS snapshots refers to the third Fedora version of SoaS (1 = Fedora 10, 2 = Fedora 11, 3 = Fedora 12).<br />
* See [[Sugar on a Stick/Linux#SoaS_v2]] for boot instructions.</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=School_Server/RIT&diff=38730School Server/RIT2009-10-02T02:55:17Z<p>Wwdillingham: /* Reading Library */</p>
<hr />
<div><noinclude>{{GoogleTrans-en}}{{TOCright}}</noinclude><br />
<br />
For [[tos:RIT/Honors Seminar|RIT Honors Seminar]] project.<br />
==School Server Fall 2009 Seminar Project==<br />
(Draft, please contribute)<br />
===Purpose===<br />
# Provide a school server test and development environment for the Honors Seminar participants,<br />
# Develop School Server systems administration skills,<br />
## Backup registered XOs or Sugar Sticks<br />
## Host Moodle content developed in class<br />
# Test and Debug OLPC - Sugar Labs School Server software<br />
# Develop a School Server SysAdmin training curriculum for volunteers who want to support an OLPC or Sugar deployment<br />
===Resources===<br />
# RIT LTL or other hardware<br />
# OLPC XS development builds, http://wiki.laptop.org/go/School_server<br />
# http://lists.laptop.org/listinfo/server-devel and [http://lists.laptop.org/pipermail/server-devel/ the list archives], [http://www.mail-archive.com/server-devel@lists.laptop.org/maillist.html archive with search]<br />
# OLPC projects/xs repository, http://dev.laptop.org/git/?q=projects%2Fxs<br />
# Martin Langhoff's git repository, http://dev.laptop.org/git/users/martin/<br />
<br />
==schoolserver.rit.edu==<br />
<br />
Note: Admin log is located on the server at /var/log/adminlog.log<br />
<br />
<br />
<br />
===Project Ideas===<br />
* Fix Ejabber<br />
* Configure Moodle to our needs<br />
**Create an Activity(Application) for RIT XOs so students can easily access Moodle<br />
* Moodle xo python api<br />
* XO Backup/Restore<br />
* XO Security [http://wiki.laptop.org/go/Antitheft_HowTo]<br />
* Deployment "whitebook"<br />
* Provide a service that allows teachers/volunteers (who don't speak English) in actual deployments to communicate via email with technical support volunteers by using the translating service [http://en.wikipedia.org/wiki/Pootle Pootle]. Incoming and outgoing "tagged" emails would be translated in and out of the server on arrival / departure of the XS.<br />
* [http://wiki.laptop.org/go/Book_reader Library /Book Reader]. Thousands of books stored on the XS which children are able to pull over the network either as whole book or bit by bit as they read them on their XO's.<br />
**Additionally, they can "check out" books and bring them home on their laptops to read at home, or while not connected to the XS.<br />
**This may prove to be more economical than the proposal of distributing text via SDcards as it would allow for a wider range of content per available Gigabyte. One 40 gig hard disk library would hold 10 times as much content as ten, 4-GB SDcards replicated with identical content.<br />
** Run said books through Pootle, so children have access to books not in their native tongue.<br />
** Essentially, a backend to the read activity.<br />
*In class quizzing. Teachers ask questions, students respond using their XO, quiz results stored on XS. (Think the [http://www.iclicker.com/dnn/ I>clicker]) I believe similar concepts were proposed by [http://wiki.sugarlabs.org/go/User:Acj3840 Alex Jones]<br />
**Possibility of parsing of information, possible graphical heuristics.<br />
**Is this already a feature of Moodle? (quiz module) / Possible integration or extension of idea with Moodle.<br />
===Reading Library===<br />
Some resources:<br />
* [[olpc:Collections]]<br />
* [[Activities/Get Internet Archive Books]]<br />
* [[Activities/Read Etexts]]<br />
* [http://pypi.python.org/pypi/calibre/0.6.15 Calibre: (Python Ebook reader / Organizer.)]<br />
<br />
===Completed Tasks===<br />
* Install Moodle<br />
** Apache (httpd)<br />
** PHP<br />
** MySql<br />
** Install Moodle<br />
*: These experiments are fine to understand the above services. In the end, we want to add instructions and some supporting scripts to modify the standard OLPC School Server to support our campus environment. For example php, and PostgreSql are installed with the School Server, http://dev.laptop.org/git/projects/xs-pkgs/tree/xs-pkgs.spec.in, and Moodle is included in the latest of these builds, http://xs-dev.laptop.org/xs/other/, from what I understand. --[[User:FGrose|FGrose]] 23:27, 30 September 2009 (UTC)<br />
<br />
===Network configuration===<br />
The School Server, XS, as received is designed and configured for 2 Ethernet adapters,<br />
* eth0 - connected to the wide area network (WAN) or the campus Internet connection,<br />
* eth1 - connected to an access point (AP) which the XOs connect to.<br />
For robustness in unreliable power supply environments, there are scripts that reconfigure features on a frequent basis. This design has frustrated anyone wanting to deviate from the default configuration.<br />
<br />
We will have to understand the design, carefully document our adjustments for our environment, and make preparations to restore one or more configurations once we upgrade to a new version of the server that may likely restore some of the default configurations.<br />
<br />
==Subpages==<br />
{{Special:PrefixIndex/{{PAGENAME}}/}}</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=School_Server/RIT&diff=38675School Server/RIT2009-10-01T07:52:39Z<p>Wwdillingham: /* Project Ideas */</p>
<hr />
<div><noinclude>{{GoogleTrans-en}}{{TOCright}}</noinclude><br />
<br />
For [[tos:RIT/Honors Seminar|RIT Honors Seminar]] project.<br />
==School Server Fall 2009 Seminar Project==<br />
(Draft, please contribute)<br />
===Purpose===<br />
# Provide a school server test and development environment for the Honors Seminar participants,<br />
# Develop School Server systems administration skills,<br />
## Backup registered XOs or Sugar Sticks<br />
## Host Moodle content developed in class<br />
# Test and Debug OLPC - Sugar Labs School Server software<br />
# Develop a School Server SysAdmin training curriculum for volunteers who want to support an OLPC or Sugar deployment<br />
===Resources===<br />
# RIT LTL or other hardware<br />
# OLPC XS development builds, http://wiki.laptop.org/go/School_server<br />
# http://lists.laptop.org/listinfo/server-devel and [http://lists.laptop.org/pipermail/server-devel/ the list archives], [http://www.mail-archive.com/server-devel@lists.laptop.org/maillist.html archive with search]<br />
# OLPC projects/xs repository, http://dev.laptop.org/git/?q=projects%2Fxs<br />
# Martin Langhoff's git repository, http://dev.laptop.org/git/users/martin/<br />
<br />
==schoolserver.rit.edu==<br />
<br />
Note: Admin log is located on the server at /var/log/adminlog.log<br />
<br />
<br />
<br />
===Project Ideas===<br />
* Fix Ejabber<br />
* Configure Moodle to our needs<br />
**Create an Activity(Application) for RIT XOs so students can easily access Moodle<br />
* Moodle xo python api<br />
* XO Backup/Restore<br />
* XO Security [http://wiki.laptop.org/go/Antitheft_HowTo]<br />
* Deployment "whitebook"<br />
* Provide a service that allows teachers/volunteers (who don't speak English) in actual deployments to communicate via email with technical support volunteers by using the translating service [http://en.wikipedia.org/wiki/Pootle Pootle]. Incoming and outgoing "tagged" emails would be translated in and out of the server on arrival / departure of the XS.<br />
* [http://wiki.laptop.org/go/Book_reader Library /Book Reader]. Thousands of books stored on the XS which children are able to pull over the network either as whole book or bit by bit as they read them on their XO's.<br />
**Additionally, they can "check out" books and bring them home on their laptops to read at home, or while not connected to the XS.<br />
**This may prove to be more economical than the proposal of distributing text via SDcards as it would allow for a wider range of content per available Gigabyte. One 40 gig hard disk library would hold 10 times as much content as ten, 4-GB SDcards replicated with identical content.<br />
** Run said books through Pootle, so children have access to books not in their native tongue.<br />
** Essentially, a backend to the read activity.<br />
*In class quizzing. Teachers ask questions, students respond using their XO, quiz results stored on XS. (Think the [http://www.iclicker.com/dnn/ I>clicker]) I believe similar concepts were proposed by [http://wiki.sugarlabs.org/go/User:Acj3840 Alex Jones]<br />
**Possibility of parsing of information, possible graphical heuristics.<br />
**Is this already a feature of Moodle? (quiz module) / Possible integration or extension of idea with Moodle.<br />
<br />
===Completed Tasks===<br />
* Install Moodle<br />
** Apache (httpd)<br />
** PHP<br />
** MySql<br />
** Install Moodle<br />
*: These experiments are fine to understand the above services. In the end, we want to add instructions and some supporting scripts to modify the standard OLPC School Server to support our campus environment. For example php, and PostgreSql are installed with the School Server, http://dev.laptop.org/git/projects/xs-pkgs/tree/xs-pkgs.spec.in, and Moodle is included in the latest of these builds, http://xs-dev.laptop.org/xs/other/, from what I understand. --[[User:FGrose|FGrose]] 23:27, 30 September 2009 (UTC)<br />
<br />
===Network configuration===<br />
The School Server, XS, as received is designed and configured for 2 Ethernet adapters,<br />
* eth0 - connected to the wide area network (WAN) or the campus Internet connection,<br />
* eth1 - connected to an access point (AP) which the XOs connect to.<br />
For robustness in unreliable power supply environments, there are scripts that reconfigure features on a frequent basis. This design has frustrated anyone wanting to deviate from the default configuration.<br />
<br />
We will have to understand the design, carefully document our adjustments for our environment, and make preparations to restore one or more configurations once we upgrade to a new version of the server that may likely restore some of the default configurations.<br />
<br />
==Subpages==<br />
{{Special:PrefixIndex/{{PAGENAME}}/}}</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=School_Server/RIT&diff=38673School Server/RIT2009-10-01T06:41:17Z<p>Wwdillingham: /* Project Ideas */</p>
<hr />
<div><noinclude>{{GoogleTrans-en}}{{TOCright}}</noinclude><br />
<br />
For [[tos:RIT/Honors Seminar|RIT Honors Seminar]] project.<br />
==School Server Fall 2009 Seminar Project==<br />
(Draft, please contribute)<br />
===Purpose===<br />
# Provide a school server test and development environment for the Honors Seminar participants,<br />
# Develop School Server systems administration skills,<br />
## Backup registered XOs or Sugar Sticks<br />
## Host Moodle content developed in class<br />
# Test and Debug OLPC - Sugar Labs School Server software<br />
# Develop a School Server SysAdmin training curriculum for volunteers who want to support an OLPC or Sugar deployment<br />
===Resources===<br />
# RIT LTL or other hardware<br />
# OLPC XS development builds, http://wiki.laptop.org/go/School_server<br />
# http://lists.laptop.org/listinfo/server-devel and [http://lists.laptop.org/pipermail/server-devel/ the list archives], [http://www.mail-archive.com/server-devel@lists.laptop.org/maillist.html archive with search]<br />
# OLPC projects/xs repository, http://dev.laptop.org/git/?q=projects%2Fxs<br />
# Martin Langhoff's git repository, http://dev.laptop.org/git/users/martin/<br />
<br />
==schoolserver.rit.edu==<br />
<br />
Note: Admin log is located on the server at /var/log/adminlog.log<br />
<br />
<br />
<br />
===Project Ideas===<br />
* Fix Ejabber<br />
* Configure Moodle to our needs<br />
**Create an Activity(Application) for RIT XOs so students can easily access Moodle<br />
* Moodle xo python api<br />
* XO Backup/Restore<br />
* XO Security [http://wiki.laptop.org/go/Antitheft_HowTo]<br />
* Deployment "whitebook"<br />
* Provide a service that allows teachers/volunteers (who don't speak English) in actual deployments to communicate via email with technical support volunteers by using the translating service [http://en.wikipedia.org/wiki/Pootle Pootle]. Incoming and outgoing "tagged" emails would be translated in and out of the server on arrival / departure of the XS.<br />
* [http://wiki.laptop.org/go/Book_reader Library /Book Reader]. Thousands of books stored on the XS which children are able to pull over the network either as whole book or bit by bit as they read them on their XO's.<br />
**Additionally, they can "check out" books and bring them home on their laptops to read at home, or while not connected to the XS.<br />
**This may prove to be more economical than the proposal of distributing text via SDcards as it would allow for a wider range of content per available Gigabyte. One 40 gig hard disk library would hold 10 times as much content as ten, 4-GB SDcards replicated with identical content.<br />
** Run said books through Pootle, so children have access to books not in their native tongue.<br />
*In class quizzing. Teachers ask questions, students respond using their XO, quiz results stored on XS. (Think the [http://www.iclicker.com/dnn/ I>clicker]) I believe similar concepts were proposed by [http://wiki.sugarlabs.org/go/User:Acj3840 Alex Jones]<br />
**Possibility of parsing of information, possible graphical heuristics.<br />
**Is this already a feature of Moodle? (quiz module) / Possible integration or extension of idea with Moodle.<br />
<br />
===Completed Tasks===<br />
* Install Moodle<br />
** Apache (httpd)<br />
** PHP<br />
** MySql<br />
** Install Moodle<br />
*: These experiments are fine to understand the above services. In the end, we want to add instructions and some supporting scripts to modify the standard OLPC School Server to support our campus environment. For example php, and PostgreSql are installed with the School Server, http://dev.laptop.org/git/projects/xs-pkgs/tree/xs-pkgs.spec.in, and Moodle is included in the latest of these builds, http://xs-dev.laptop.org/xs/other/, from what I understand. --[[User:FGrose|FGrose]] 23:27, 30 September 2009 (UTC)<br />
<br />
===Network configuration===<br />
The School Server, XS, as received is designed and configured for 2 Ethernet adapters,<br />
* eth0 - connected to the wide area network (WAN) or the campus Internet connection,<br />
* eth1 - connected to an access point (AP) which the XOs connect to.<br />
For robustness in unreliable power supply environments, there are scripts that reconfigure features on a frequent basis. This design has frustrated anyone wanting to deviate from the default configuration.<br />
<br />
We will have to understand the design, carefully document our adjustments for our environment, and make preparations to restore one or more configurations once we upgrade to a new version of the server that may likely restore some of the default configurations.<br />
<br />
==Subpages==<br />
{{Special:PrefixIndex/{{PAGENAME}}/}}</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=School_Server/RIT&diff=38671School Server/RIT2009-10-01T06:13:32Z<p>Wwdillingham: /* Project Ideas */</p>
<hr />
<div><noinclude>{{GoogleTrans-en}}{{TOCright}}</noinclude><br />
<br />
For [[tos:RIT/Honors Seminar|RIT Honors Seminar]] project.<br />
==School Server Fall 2009 Seminar Project==<br />
(Draft, please contribute)<br />
===Purpose===<br />
# Provide a school server test and development environment for the Honors Seminar participants,<br />
# Develop School Server systems administration skills,<br />
## Backup registered XOs or Sugar Sticks<br />
## Host Moodle content developed in class<br />
# Test and Debug OLPC - Sugar Labs School Server software<br />
# Develop a School Server SysAdmin training curriculum for volunteers who want to support an OLPC or Sugar deployment<br />
===Resources===<br />
# RIT LTL or other hardware<br />
# OLPC XS development builds, http://wiki.laptop.org/go/School_server<br />
# http://lists.laptop.org/listinfo/server-devel and [http://lists.laptop.org/pipermail/server-devel/ the list archives], [http://www.mail-archive.com/server-devel@lists.laptop.org/maillist.html archive with search]<br />
# OLPC projects/xs repository, http://dev.laptop.org/git/?q=projects%2Fxs<br />
# Martin Langhoff's git repository, http://dev.laptop.org/git/users/martin/<br />
<br />
==schoolserver.rit.edu==<br />
<br />
Note: Admin log is located on the server at /var/log/adminlog.log<br />
<br />
<br />
<br />
===Project Ideas===<br />
* Fix Ejabber<br />
* Configure Moodle to our needs<br />
**Create an Activity(Application) for RIT XOs so students can easily access Moodle<br />
* Moodle xo python api<br />
* XO Backup/Restore<br />
* XO Security [http://wiki.laptop.org/go/Antitheft_HowTo]<br />
* Deployment "whitebook"<br />
* Provide a service that allows teachers/volunteers (who don't speak english) in the field to communicate via email with technical support voluneers by using the translating service [http://en.wikipedia.org/wiki/Pootle pootle]. Incoming and outgoing "tagged" emails would be translated in and out of the server on arrival / departure of the XS.<br />
* [http://wiki.laptop.org/go/Book_reader Library /Book Reader]. Thousands of books stored on server, because of limited XO storage, children are able to pull either one whole book at a time, or bits of the book as they go and read them on the xo.<br />
**Additionally, they can "check out" books and bring them home on their laptops to read at home, or while not connected to the XS.<br />
** Run said books through pootle, so children have access to books not in their native tongue.<br />
*In class quizzing. Teachers ask questions, students respond using their XO, quiz results stored on XS. (Think the [http://www.iclicker.com/dnn/ I>clicker]).<br />
**Possibility of parsing of information, possible graphical heuristics.<br />
**Is this already a feature of Moodle? (quiz module) / Possible integration or extension of idea with Moodle.<br />
<br />
===Completed Tasks===<br />
* Install Moodle<br />
** Apache (httpd)<br />
** PHP<br />
** MySql<br />
** Install Moodle<br />
*: These experiments are fine to understand the above services. In the end, we want to add instructions and some supporting scripts to modify the standard OLPC School Server to support our campus environment. For example php, and PostgreSql are installed with the School Server, http://dev.laptop.org/git/projects/xs-pkgs/tree/xs-pkgs.spec.in, and Moodle is included in the latest of these builds, http://xs-dev.laptop.org/xs/other/, from what I understand. --[[User:FGrose|FGrose]] 23:27, 30 September 2009 (UTC)<br />
<br />
===Network configuration===<br />
The School Server, XS, as received is designed and configured for 2 Ethernet adapters,<br />
* eth0 - connected to the wide area network (WAN) or the campus Internet connection,<br />
* eth1 - connected to an access point (AP) which the XOs connect to.<br />
For robustness in unreliable power supply environments, there are scripts that reconfigure features on a frequent basis. This design has frustrated anyone wanting to deviate from the default configuration.<br />
<br />
We will have to understand the design, carefully document our adjustments for our environment, and make preparations to restore one or more configurations once we upgrade to a new version of the server that may likely restore some of the default configurations.<br />
<br />
==Subpages==<br />
{{Special:PrefixIndex/{{PAGENAME}}/}}</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=School_Server/RIT&diff=38670School Server/RIT2009-10-01T06:12:56Z<p>Wwdillingham: /* Project Ideas */</p>
<hr />
<div><noinclude>{{GoogleTrans-en}}{{TOCright}}</noinclude><br />
<br />
For [[tos:RIT/Honors Seminar|RIT Honors Seminar]] project.<br />
==School Server Fall 2009 Seminar Project==<br />
(Draft, please contribute)<br />
===Purpose===<br />
# Provide a school server test and development environment for the Honors Seminar participants,<br />
# Develop School Server systems administration skills,<br />
## Backup registered XOs or Sugar Sticks<br />
## Host Moodle content developed in class<br />
# Test and Debug OLPC - Sugar Labs School Server software<br />
# Develop a School Server SysAdmin training curriculum for volunteers who want to support an OLPC or Sugar deployment<br />
===Resources===<br />
# RIT LTL or other hardware<br />
# OLPC XS development builds, http://wiki.laptop.org/go/School_server<br />
# http://lists.laptop.org/listinfo/server-devel and [http://lists.laptop.org/pipermail/server-devel/ the list archives], [http://www.mail-archive.com/server-devel@lists.laptop.org/maillist.html archive with search]<br />
# OLPC projects/xs repository, http://dev.laptop.org/git/?q=projects%2Fxs<br />
# Martin Langhoff's git repository, http://dev.laptop.org/git/users/martin/<br />
<br />
==schoolserver.rit.edu==<br />
<br />
Note: Admin log is located on the server at /var/log/adminlog.log<br />
<br />
<br />
<br />
===Project Ideas===<br />
* Fix Ejabber<br />
* Configure Moodle to our needs<br />
**Create an Activity(Application) for RIT XOs so students can easily access Moodle<br />
* Moodle xo python api<br />
* XO Backup/Restore<br />
* XO Security [http://wiki.laptop.org/go/Antitheft_HowTo]<br />
* Deployment "whitebook"<br />
* Provide a service that allows teachers/volunteers (who don't speak english) in the field to communicate via email with technical support voluneers by using the translating service [http://en.wikipedia.org/wiki/Pootle pootle]. Incoming and outgoing "tagged" emails would be translated in and out of the server on arrival / departure of the XS.<br />
* {http://wiki.laptop.org/go/Book_reader Library /Book Reader]. Thousands of books stored on server, because of limited XO storage, children are able to pull either one whole book at a time, or bits of the book as they go and read them on the xo.<br />
**Additionally, they can "check out" books and bring them home on their laptops to read at home, or while not connected to the XS.<br />
** Run said books through pootle, so children have access to books not in their native tongue.<br />
*In class quizzing. Teachers ask questions, students respond using their XO, quiz results stored on XS. (Think the [http://www.iclicker.com/dnn/ I>clicker]).<br />
**Possibility of parsing of information, possible graphical heuristics.<br />
**Is this already a feature of Moodle? (quiz module) / Possible integration or extension of idea with Moodle.<br />
<br />
===Completed Tasks===<br />
* Install Moodle<br />
** Apache (httpd)<br />
** PHP<br />
** MySql<br />
** Install Moodle<br />
*: These experiments are fine to understand the above services. In the end, we want to add instructions and some supporting scripts to modify the standard OLPC School Server to support our campus environment. For example php, and PostgreSql are installed with the School Server, http://dev.laptop.org/git/projects/xs-pkgs/tree/xs-pkgs.spec.in, and Moodle is included in the latest of these builds, http://xs-dev.laptop.org/xs/other/, from what I understand. --[[User:FGrose|FGrose]] 23:27, 30 September 2009 (UTC)<br />
<br />
===Network configuration===<br />
The School Server, XS, as received is designed and configured for 2 Ethernet adapters,<br />
* eth0 - connected to the wide area network (WAN) or the campus Internet connection,<br />
* eth1 - connected to an access point (AP) which the XOs connect to.<br />
For robustness in unreliable power supply environments, there are scripts that reconfigure features on a frequent basis. This design has frustrated anyone wanting to deviate from the default configuration.<br />
<br />
We will have to understand the design, carefully document our adjustments for our environment, and make preparations to restore one or more configurations once we upgrade to a new version of the server that may likely restore some of the default configurations.<br />
<br />
==Subpages==<br />
{{Special:PrefixIndex/{{PAGENAME}}/}}</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=School_Server/RIT&diff=38668School Server/RIT2009-10-01T06:11:04Z<p>Wwdillingham: /* Possible task */</p>
<hr />
<div><noinclude>{{GoogleTrans-en}}{{TOCright}}</noinclude><br />
<br />
For [[tos:RIT/Honors Seminar|RIT Honors Seminar]] project.<br />
==School Server Fall 2009 Seminar Project==<br />
(Draft, please contribute)<br />
===Purpose===<br />
# Provide a school server test and development environment for the Honors Seminar participants,<br />
# Develop School Server systems administration skills,<br />
## Backup registered XOs or Sugar Sticks<br />
## Host Moodle content developed in class<br />
# Test and Debug OLPC - Sugar Labs School Server software<br />
# Develop a School Server SysAdmin training curriculum for volunteers who want to support an OLPC or Sugar deployment<br />
===Resources===<br />
# RIT LTL or other hardware<br />
# OLPC XS development builds, http://wiki.laptop.org/go/School_server<br />
# http://lists.laptop.org/listinfo/server-devel and [http://lists.laptop.org/pipermail/server-devel/ the list archives], [http://www.mail-archive.com/server-devel@lists.laptop.org/maillist.html archive with search]<br />
# OLPC projects/xs repository, http://dev.laptop.org/git/?q=projects%2Fxs<br />
# Martin Langhoff's git repository, http://dev.laptop.org/git/users/martin/<br />
<br />
==schoolserver.rit.edu==<br />
<br />
Note: Admin log is located on the server at /var/log/adminlog.log<br />
<br />
<br />
<br />
===Project Ideas===<br />
* Fix Ejabber<br />
* Configure Moodle to our needs<br />
**Create an Activity(Application) for RIT XOs so students can easily access Moodle<br />
* Moodle xo python api<br />
* XO Backup/Restore<br />
* XO Security [http://wiki.laptop.org/go/Antitheft_HowTo]<br />
* Deployment "whitebook"<br />
* Provide a service that allows teachers/volunteers (who don't speak english) in the field to communicate via email with technical support voluneers by using the translating service [http://en.wikipedia.org/wiki/Pootle pootle]. Incoming and outgoing "tagged" emails would be translated in and out of the server on arrival / departure of the XS.<br />
* Library. Thousands of books stored on server, because of limited XO storage, children are able to pull either one whole book at a time, or bits of the book as they go and read them on the xo.<br />
**Additionally, they can "check out" books and bring them home on their laptops to read at home, or while not connected to the XS.<br />
** Run said books through pootle, so children have access to books not in their native tongue.<br />
*In class quizzing. Teachers ask questions, students respond using their XO, quiz results stored on XS. (Think the [http://www.iclicker.com/dnn/ I>clicker]).<br />
**Possibility of parsing of information, possible graphical heuristics.<br />
**Is this already a feature of Moodle? (quiz module) / Possible integration or extension of idea with Moodle.<br />
<br />
===Completed Tasks===<br />
* Install Moodle<br />
** Apache (httpd)<br />
** PHP<br />
** MySql<br />
** Install Moodle<br />
*: These experiments are fine to understand the above services. In the end, we want to add instructions and some supporting scripts to modify the standard OLPC School Server to support our campus environment. For example php, and PostgreSql are installed with the School Server, http://dev.laptop.org/git/projects/xs-pkgs/tree/xs-pkgs.spec.in, and Moodle is included in the latest of these builds, http://xs-dev.laptop.org/xs/other/, from what I understand. --[[User:FGrose|FGrose]] 23:27, 30 September 2009 (UTC)<br />
<br />
===Network configuration===<br />
The School Server, XS, as received is designed and configured for 2 Ethernet adapters,<br />
* eth0 - connected to the wide area network (WAN) or the campus Internet connection,<br />
* eth1 - connected to an access point (AP) which the XOs connect to.<br />
For robustness in unreliable power supply environments, there are scripts that reconfigure features on a frequent basis. This design has frustrated anyone wanting to deviate from the default configuration.<br />
<br />
We will have to understand the design, carefully document our adjustments for our environment, and make preparations to restore one or more configurations once we upgrade to a new version of the server that may likely restore some of the default configurations.<br />
<br />
==Subpages==<br />
{{Special:PrefixIndex/{{PAGENAME}}/}}</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Talk:School_Server/RIT&diff=38661Talk:School Server/RIT2009-10-01T03:58:58Z<p>Wwdillingham: Created page with 'While I enjoy the Information / Network security field, I am not sure that actual XS deployments have a high need for much in the way of security measures. However, our sever, be…'</p>
<hr />
<div>While I enjoy the Information / Network security field, I am not sure that actual XS deployments have a high need for much in the way of security measures.<br />
However, our sever, being on the RIT network, does, as it faces an entirely different set of circumstances.</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=School_Server/RIT&diff=38660School Server/RIT2009-10-01T03:55:03Z<p>Wwdillingham: </p>
<hr />
<div><noinclude>{{GoogleTrans-en}}{{TOCright}}</noinclude><br />
<br />
For [[tos:RIT/Honors Seminar|RIT Honors Seminar]] project.<br />
==School Server Fall 2009 Seminar Project==<br />
(Draft, please contribute)<br />
===Purpose===<br />
# Provide a school server test and development environment for the Honors Seminar participants,<br />
# Develop School Server systems administration skills,<br />
## Backup registered XOs or Sugar Sticks<br />
## Host Moodle content developed in class<br />
# Test and Debug OLPC - Sugar Labs School Server software<br />
# Develop a School Server SysAdmin training curriculum for volunteers who want to support an OLPC or Sugar deployment<br />
===Resources===<br />
# RIT LTL or other hardware<br />
# OLPC XS development builds, http://wiki.laptop.org/go/School_server<br />
# http://lists.laptop.org/listinfo/server-devel and [http://lists.laptop.org/pipermail/server-devel/ the list archives], [http://www.mail-archive.com/server-devel@lists.laptop.org/maillist.html archive with search]<br />
# OLPC projects/xs repository, http://dev.laptop.org/git/?q=projects%2Fxs<br />
# Martin Langhoff's git repository, http://dev.laptop.org/git/users/martin/<br />
<br />
==schoolserver.rit.edu==<br />
<br />
Note: Admin log is located on the server at /var/log/adminlog.log<br />
<br />
<br />
<br />
===Possible task===<br />
* Fix Ejabber<br />
* Configure Moodle to our needs<br />
**Create an Activity(Application) for RIT XOs so students can easily access Moodle<br />
* Moodle xo python api<br />
* XO Backup/Restore<br />
* XO Security [http://wiki.laptop.org/go/Antitheft_HowTo]<br />
* Deployment "whitebook"<br />
* Provide a service that allows teachers/volunteers (who don't speak english) in the field to communicate via email with technical support voluneers by using the translating service [http://en.wikipedia.org/wiki/Pootle pootle]. Incoming and outgoing "tagged" emails would be translated in and out of the server on arrival / departure of the XS.<br />
* Library. Thousands of books stored on server, because of limited XO storage, children are able to pull either one whole book at a time, or bits of the book as they go and read them on the xo.<br />
**Additionally, they can "check out" books and bring them home on their laptops to read at home, or while not connected to the XS.<br />
** Run said books through pootle, so children have access to books not in their native tongue.<br />
*In class quizzing. Teachers ask questions, students respond using their XO, quiz results stored on XS. (Think the [http://www.iclicker.com/dnn/ I>clicker]).<br />
**Possibility of parsing of information, possible graphical heuristics.<br />
**Is this already a feature of Moodle? (quiz module) / Possible integration or extension of idea with Moodle.<br />
<br />
===Completed Tasks===<br />
* Install Moodle<br />
** Apache (httpd)<br />
** PHP<br />
** MySql<br />
** Install Moodle<br />
*: These experiments are fine to understand the above services. In the end, we want to add instructions and some supporting scripts to modify the standard OLPC School Server to support our campus environment. For example php, and PostgreSql are installed with the School Server, http://dev.laptop.org/git/projects/xs-pkgs/tree/xs-pkgs.spec.in, and Moodle is included in the latest of these builds, http://xs-dev.laptop.org/xs/other/, from what I understand. --[[User:FGrose|FGrose]] 23:27, 30 September 2009 (UTC)<br />
<br />
===Network configuration===<br />
The School Server, XS, as received is designed and configured for 2 Ethernet adapters,<br />
* eth0 - connected to the wide area network (WAN) or the campus Internet connection,<br />
* eth1 - connected to an access point (AP) which the XOs connect to.<br />
For robustness in unreliable power supply environments, there are scripts that reconfigure features on a frequent basis. This design has frustrated anyone wanting to deviate from the default configuration.<br />
<br />
We will have to understand the design, carefully document our adjustments for our environment, and make preparations to restore one or more configurations once we upgrade to a new version of the server that may likely restore some of the default configurations.<br />
<br />
==Subpages==<br />
{{Special:PrefixIndex/{{PAGENAME}}/}}</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=School_Server/RIT&diff=38657School Server/RIT2009-10-01T03:45:04Z<p>Wwdillingham: /* Possible task */</p>
<hr />
<div><noinclude>{{GoogleTrans-en}}{{TOCright}}</noinclude><br />
<br />
For [[tos:RIT/Honors Seminar|RIT Honors Seminar]] project.<br />
==School Server Fall 2009 Seminar Project==<br />
(Draft, please contribute)<br />
===Purpose===<br />
# Provide a school server test and development environment for the Honors Seminar participants,<br />
# Develop School Server systems administration skills,<br />
## Backup registered XOs or Sugar Sticks<br />
## Host Moodle content developed in class<br />
# Test and Debug OLPC - Sugar Labs School Server software<br />
# Develop a School Server SysAdmin training curriculum for volunteers who want to support an OLPC or Sugar deployment<br />
===Resources===<br />
# RIT LTL or other hardware<br />
# OLPC XS development builds, http://wiki.laptop.org/go/School_server<br />
# http://lists.laptop.org/listinfo/server-devel and [http://lists.laptop.org/pipermail/server-devel/ the list archives], [http://www.mail-archive.com/server-devel@lists.laptop.org/maillist.html archive with search]<br />
# OLPC projects/xs repository, http://dev.laptop.org/git/?q=projects%2Fxs<br />
# Martin Langhoff's git repository, http://dev.laptop.org/git/users/martin/<br />
<br />
==schoolserver.rit.edu==<br />
<br />
Note: Admin log is located on the server at /var/log/adminlog.log<br />
<br />
<br />
<br />
===Possible task===<br />
* Fix Ejabber<br />
* Configure Moodle to our needs<br />
**Create an Activity(Application) for RIT XOs so students can easily access Moodle<br />
* Moodle xo python api<br />
* XO Backup/Restore<br />
* XO Security [http://wiki.laptop.org/go/Antitheft_HowTo]<br />
* Deployment "whitebook"<br />
* Provide a service that allows teachers/volunteers (who don't speak english) in the field to communicate via email with technical support voluneers by using the translating service [http://en.wikipedia.org/wiki/Pootle pootle]. Incoming and outgoing "tagged" emails would be translated in and out of the server on arrival / departure of the XS.<br />
* Library. Thousands of books stored on server, because of limited XO storage, children are able to pull either one whole book at a time, or bits of the book as they go and read them on the xo.<br />
**Additionally, they can "check out" books and bring them home on their laptops to read at home, or while not connected to the XS.<br />
** Run said books through pootle, so children have access to books not in their native tongue.<br />
<br />
===Completed Tasks===<br />
* Install Moodle<br />
** Apache (httpd)<br />
** PHP<br />
** MySql<br />
** Install Moodle<br />
*: These experiments are fine to understand the above services. In the end, we want to add instructions and some supporting scripts to modify the standard OLPC School Server to support our campus environment. For example php, and PostgreSql are installed with the School Server, http://dev.laptop.org/git/projects/xs-pkgs/tree/xs-pkgs.spec.in, and Moodle is included in the latest of these builds, http://xs-dev.laptop.org/xs/other/, from what I understand. --[[User:FGrose|FGrose]] 23:27, 30 September 2009 (UTC)<br />
<br />
===Network configuration===<br />
The School Server, XS, as received is designed and configured for 2 Ethernet adapters,<br />
* eth0 - connected to the wide area network (WAN) or the campus Internet connection,<br />
* eth1 - connected to an access point (AP) which the XOs connect to.<br />
For robustness in unreliable power supply environments, there are scripts that reconfigure features on a frequent basis. This design has frustrated anyone wanting to deviate from the default configuration.<br />
<br />
We will have to understand the design, carefully document our adjustments for our environment, and make preparations to restore one or more configurations once we upgrade to a new version of the server that may likely restore some of the default configurations.<br />
<br />
==Subpages==<br />
{{Special:PrefixIndex/{{PAGENAME}}/}}</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=School_Server/RIT&diff=38656School Server/RIT2009-10-01T03:44:18Z<p>Wwdillingham: /* Possible task */</p>
<hr />
<div><noinclude>{{GoogleTrans-en}}{{TOCright}}</noinclude><br />
<br />
For [[tos:RIT/Honors Seminar|RIT Honors Seminar]] project.<br />
==School Server Fall 2009 Seminar Project==<br />
(Draft, please contribute)<br />
===Purpose===<br />
# Provide a school server test and development environment for the Honors Seminar participants,<br />
# Develop School Server systems administration skills,<br />
## Backup registered XOs or Sugar Sticks<br />
## Host Moodle content developed in class<br />
# Test and Debug OLPC - Sugar Labs School Server software<br />
# Develop a School Server SysAdmin training curriculum for volunteers who want to support an OLPC or Sugar deployment<br />
===Resources===<br />
# RIT LTL or other hardware<br />
# OLPC XS development builds, http://wiki.laptop.org/go/School_server<br />
# http://lists.laptop.org/listinfo/server-devel and [http://lists.laptop.org/pipermail/server-devel/ the list archives], [http://www.mail-archive.com/server-devel@lists.laptop.org/maillist.html archive with search]<br />
# OLPC projects/xs repository, http://dev.laptop.org/git/?q=projects%2Fxs<br />
# Martin Langhoff's git repository, http://dev.laptop.org/git/users/martin/<br />
<br />
==schoolserver.rit.edu==<br />
<br />
Note: Admin log is located on the server at /var/log/adminlog.log<br />
<br />
<br />
<br />
===Possible task===<br />
* Fix Ejabber<br />
* Configure Moodle to our needs<br />
**Create an Activity(Application) for RIT XOs so students can easily access Moodle<br />
* Moodle xo python api<br />
* XO Backup/Restore<br />
* XO Security [http://wiki.laptop.org/go/Antitheft_HowTo]<br />
* Deployment "whitebook"<br />
* Provide a service that allows teachers/volunteers (who don't speak english) in the field to communicate via email with technical support voluneers by using the translating service [http://en.wikipedia.org/wiki/Pootle pootle]. Incoming and outgoing "tagged" emails would be translated in and out of the server on arrival / departure of the XS.<br />
* Library. Thousands of books stored on server, because of limited XO storage, children are able to pull either one whole book at a time, or bits of the book as they go and read them on the xo.<br />
**Additionally, they can "check out" books and bring them home on their laptops to read at home, or while not connected to the XS.<br />
<br />
===Completed Tasks===<br />
* Install Moodle<br />
** Apache (httpd)<br />
** PHP<br />
** MySql<br />
** Install Moodle<br />
*: These experiments are fine to understand the above services. In the end, we want to add instructions and some supporting scripts to modify the standard OLPC School Server to support our campus environment. For example php, and PostgreSql are installed with the School Server, http://dev.laptop.org/git/projects/xs-pkgs/tree/xs-pkgs.spec.in, and Moodle is included in the latest of these builds, http://xs-dev.laptop.org/xs/other/, from what I understand. --[[User:FGrose|FGrose]] 23:27, 30 September 2009 (UTC)<br />
<br />
===Network configuration===<br />
The School Server, XS, as received is designed and configured for 2 Ethernet adapters,<br />
* eth0 - connected to the wide area network (WAN) or the campus Internet connection,<br />
* eth1 - connected to an access point (AP) which the XOs connect to.<br />
For robustness in unreliable power supply environments, there are scripts that reconfigure features on a frequent basis. This design has frustrated anyone wanting to deviate from the default configuration.<br />
<br />
We will have to understand the design, carefully document our adjustments for our environment, and make preparations to restore one or more configurations once we upgrade to a new version of the server that may likely restore some of the default configurations.<br />
<br />
==Subpages==<br />
{{Special:PrefixIndex/{{PAGENAME}}/}}</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=School_Server/RIT&diff=38652School Server/RIT2009-10-01T03:30:18Z<p>Wwdillingham: /* Possible task */</p>
<hr />
<div><noinclude>{{GoogleTrans-en}}{{TOCright}}</noinclude><br />
<br />
For [[tos:RIT/Honors Seminar|RIT Honors Seminar]] project.<br />
==School Server Fall 2009 Seminar Project==<br />
(Draft, please contribute)<br />
===Purpose===<br />
# Provide a school server test and development environment for the Honors Seminar participants,<br />
# Develop School Server systems administration skills,<br />
## Backup registered XOs or Sugar Sticks<br />
## Host Moodle content developed in class<br />
# Test and Debug OLPC - Sugar Labs School Server software<br />
# Develop a School Server SysAdmin training curriculum for volunteers who want to support an OLPC or Sugar deployment<br />
===Resources===<br />
# RIT LTL or other hardware<br />
# OLPC XS development builds, http://wiki.laptop.org/go/School_server<br />
# http://lists.laptop.org/listinfo/server-devel and [http://lists.laptop.org/pipermail/server-devel/ the list archives], [http://www.mail-archive.com/server-devel@lists.laptop.org/maillist.html archive with search]<br />
# OLPC projects/xs repository, http://dev.laptop.org/git/?q=projects%2Fxs<br />
# Martin Langhoff's git repository, http://dev.laptop.org/git/users/martin/<br />
<br />
==schoolserver.rit.edu==<br />
<br />
Note: Admin log is located on the server at /var/log/adminlog.log<br />
<br />
<br />
<br />
===Possible task===<br />
* Fix Ejabber<br />
* Configure Moodle to our needs<br />
**Create an Activity(Application) for RIT XOs so students can easily access Moodle<br />
* Moodle xo python api<br />
* XO Backup/Restore<br />
* XO Security [http://wiki.laptop.org/go/Antitheft_HowTo]<br />
* Deployment "whitebook"<br />
* Provide a service that allows teachers/volunteers (who don't speak english) in the field to communicate via email with technical support voluneers by using the translating service [http://en.wikipedia.org/wiki/Pootle pootle]. Incoming and outgoing "tagged" emails would be translated in and out of the server on arrival / departure of the XS.<br />
<br />
===Completed Tasks===<br />
* Install Moodle<br />
** Apache (httpd)<br />
** PHP<br />
** MySql<br />
** Install Moodle<br />
*: These experiments are fine to understand the above services. In the end, we want to add instructions and some supporting scripts to modify the standard OLPC School Server to support our campus environment. For example php, and PostgreSql are installed with the School Server, http://dev.laptop.org/git/projects/xs-pkgs/tree/xs-pkgs.spec.in, and Moodle is included in the latest of these builds, http://xs-dev.laptop.org/xs/other/, from what I understand. --[[User:FGrose|FGrose]] 23:27, 30 September 2009 (UTC)<br />
<br />
===Network configuration===<br />
The School Server, XS, as received is designed and configured for 2 Ethernet adapters,<br />
* eth0 - connected to the wide area network (WAN) or the campus Internet connection,<br />
* eth1 - connected to an access point (AP) which the XOs connect to.<br />
For robustness in unreliable power supply environments, there are scripts that reconfigure features on a frequent basis. This design has frustrated anyone wanting to deviate from the default configuration.<br />
<br />
We will have to understand the design, carefully document our adjustments for our environment, and make preparations to restore one or more configurations once we upgrade to a new version of the server that may likely restore some of the default configurations.<br />
<br />
==Subpages==<br />
{{Special:PrefixIndex/{{PAGENAME}}/}}</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Infrastructure_Team&diff=35872Infrastructure Team2009-08-27T16:29:35Z<p>Wwdillingham: /* activities.sugarlabs.org (sunjammer) */</p>
<hr />
<div><noinclude>{{TeamHeader|Infrastructure Team}}</noinclude><br />
{{TOCright}}<br />
==Mission ==<br />
{{:Infrastructure Team/Mission}}<br />
We use this mailing list for discussions, http://lists.sugarlabs.org/listinfo/systems.<br />
<br />
[[Image:BOFH Keyboard.gif]]<br />
<br />
== Services ==<br />
See the [[Infrastructure Team/Resources]] page for a list organized by machine, with admin contacts.<br />
<br />
<br />
=== [http://addons.sugarlabs.org activities.sugarlabs.org] ([[Infrastructure Team/Resources#Sunjammer|sunjammer]]) ===<br />
* Activities distribution, similar to [http://addons.mozilla.org addons.mozilla.org] [http://www.gnomefiles.org gnomefiles.org].<br />
* An implementation of the upstream project, [https://wiki.mozilla.org/Update:Remora Remora], the underlying technology supporting [http://addons.mozilla.org addons.mozilla.org].<br />
<br />
=== [http://api.sugarlabs.org api.sugarlabs.org] ([[Infrastructure Team/Resources#Sunjammer|sunjammer]]) ===<br />
* API documentation.<br />
<br />
=== [http://git.sugarlabs.org git.sugarlabs.org] ([http://osuosl.org/ OSL]) ===<br />
* Gitorious instance for projects hosting<br />
<br />
=== [http://schools.sugarlabs.org schools.sugarlabs.org] ([http://www.solutiongrove.com/about/ Solution Grove]) ===<br />
* Lesson plans<br />
* Relevant reading materials<br />
* Related activities<br />
<br />
=== [http://dev.sugarlabs.org dev.sugarlabs.org] ([[Infrastructure Team/Resources#Solarsail|solarsail]]) ===<br />
* This is intended for filing Sugar bugs unrelated to any particular platform and for code reviews.<br />
* We are also considering [http://trac-hacks.org/wiki/TracForgePlugin TracForge].<br />
<br />
=== [http://download.sugarlabs.org download.sugarlabs.org] ([[Infrastructure Team/Resources#Sunjammer|sunjammer]]/[[Infrastructure Team/Resources#Solarsail|solarsail]]) ===<br />
* Glucose and Fructose sources.<br />
* Livecd images.<br />
* [[Sugar on a Stick|SoaS]] images<br />
* Anonymous ftp service: ftp://download.sugarlabs.org/<br />
<br />
=== [http://lists.sugarlabs.org lists.sugarlabs.org] ([[Infrastructure Team/Resources#Solarsail|solarsail]]) ===<br />
* sugar-devel<br />
* devel-annouce<br />
* systems<br />
* release-team<br />
* iaep<br />
<br />
=== [http://meeting.sugarlabs.org/?C=M;O=D meeting.sugarlabs.org] ([[olpc:User:Dogi|dogi]]) ===<br />
* meeting logs as recorded by [http://wiki.debian.org/MeetBot MeetBot]<br />
<br />
=== [http://planet.sugarlabs.org planet.sugarlabs.org] ([[Infrastructure Team/Resources#Solarsail|solarsail]]) ===<br />
* Aggregator including blogs of the core team, activity authors, deployments.<br />
<br />
=== shell.sugarlabs.org ([[Infrastructure Team/Resources#Sunjammer|sunjammer]]) ===<br />
* Shell accounts for developers.<br />
<br />
=== [http://people.sugarlabs.org people.sugarlabs.org] ([[Infrastructure Team/Resources#Sunjammer|sunjammer]]) ===<br />
* Personal home pages<br />
<br />
=== [http://wiki.sugarlabs.org wiki.sugarlabs.org] ([[Infrastructure Team/Resources#Solarsail|solarsail]]) ===<br />
* This wiki.<br />
<br />
=== [ftp://people.sugarlabs.org/ ftp://people.sugarlabs.org] ([[Infrastructure Team/Resources#Sunjammer|sunjammer]]) ===<br />
* Authenticated FTP service for users. Only allows TLS AUTH (ftps).<br />
<br />
=== [http://www.sugarlabs.org www.sugarlabs.org] ([[Infrastructure Team/Resources#Solarsail|solarsail]]) ===<br />
* A few, well designed, static pages to introduce the project.<br />
* Staging ground for changes: [http://www-testing.sugarlabs.org www-testing.sugarlabs.org] ([[Infrastructure Team/Resources#Sunjammer|sunjammer]])<br />
<br />
=== [http://voip.sugarlabs.org voip.sugarlabs.org] ([[Infrastructure Team/Resources#Sunjammer|sunjammer]]) ===<br />
* Asterisk PBX installation for local users<br />
<br />
=== xs.sugarlabs.org ([http://www.solutiongrove.com/about/ Solution Grove]) ===<br />
* Development school server<br />
<br />
=== blog.sugarlabs.org ===<br />
* '''Inactive'''<br />
* Project blog to to make it easier for people to follow what's happening in Sugar Labs land. Walter's community news could be published through this too.<br />
<br />
<br />
<noinclude>{{ GoogleTrans-en | es =show | bg =show | zh-CN =show | zh-TW =show | hr =show | cs =show | da =show | nl =show | fi =show | fr =show | de =show | el =show | hi =show | it =show | ja =show | ko =show | no =show | pl =show | pt =show | ro =show | ru =show | sv =show }}</noinclude><br />
== Subpages ==<br />
<br />
{{Special:PrefixIndex/{{PAGENAMEE}}/}}<br />
<br />
<br />
[[Category:Team]]</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Infrastructure_Team&diff=35871Infrastructure Team2009-08-27T16:26:03Z<p>Wwdillingham: /* activities.sugarlabs.org (sunjammer) */</p>
<hr />
<div><noinclude>{{TeamHeader|Infrastructure Team}}</noinclude><br />
{{TOCright}}<br />
==Mission ==<br />
{{:Infrastructure Team/Mission}}<br />
We use this mailing list for discussions, http://lists.sugarlabs.org/listinfo/systems.<br />
<br />
[[Image:BOFH Keyboard.gif]]<br />
<br />
== Services ==<br />
See the [[Infrastructure Team/Resources]] page for a list organized by machine, with admin contacts.<br />
<br />
<br />
=== [http://addons.sugarlabs.org activities.sugarlabs.org] ([[Infrastructure Team/Resources#Sunjammer|sunjammer]]) ===<br />
* Activities distribution, similar to [http://addons.mozilla.org addons.mozilla.org] [http://www.gnomefiles.org gnomefiles.org].<br />
<br />
=== [http://api.sugarlabs.org api.sugarlabs.org] ([[Infrastructure Team/Resources#Sunjammer|sunjammer]]) ===<br />
* API documentation.<br />
<br />
=== [http://git.sugarlabs.org git.sugarlabs.org] ([http://osuosl.org/ OSL]) ===<br />
* Gitorious instance for projects hosting<br />
<br />
=== [http://schools.sugarlabs.org schools.sugarlabs.org] ([http://www.solutiongrove.com/about/ Solution Grove]) ===<br />
* Lesson plans<br />
* Relevant reading materials<br />
* Related activities<br />
<br />
=== [http://dev.sugarlabs.org dev.sugarlabs.org] ([[Infrastructure Team/Resources#Solarsail|solarsail]]) ===<br />
* This is intended for filing Sugar bugs unrelated to any particular platform and for code reviews.<br />
* We are also considering [http://trac-hacks.org/wiki/TracForgePlugin TracForge].<br />
<br />
=== [http://download.sugarlabs.org download.sugarlabs.org] ([[Infrastructure Team/Resources#Sunjammer|sunjammer]]/[[Infrastructure Team/Resources#Solarsail|solarsail]]) ===<br />
* Glucose and Fructose sources.<br />
* Livecd images.<br />
* [[Sugar on a Stick|SoaS]] images<br />
* Anonymous ftp service: ftp://download.sugarlabs.org/<br />
<br />
=== [http://lists.sugarlabs.org lists.sugarlabs.org] ([[Infrastructure Team/Resources#Solarsail|solarsail]]) ===<br />
* sugar-devel<br />
* devel-annouce<br />
* systems<br />
* release-team<br />
* iaep<br />
<br />
=== [http://meeting.sugarlabs.org/?C=M;O=D meeting.sugarlabs.org] ([[olpc:User:Dogi|dogi]]) ===<br />
* meeting logs as recorded by [http://wiki.debian.org/MeetBot MeetBot]<br />
<br />
=== [http://planet.sugarlabs.org planet.sugarlabs.org] ([[Infrastructure Team/Resources#Solarsail|solarsail]]) ===<br />
* Aggregator including blogs of the core team, activity authors, deployments.<br />
<br />
=== shell.sugarlabs.org ([[Infrastructure Team/Resources#Sunjammer|sunjammer]]) ===<br />
* Shell accounts for developers.<br />
<br />
=== [http://people.sugarlabs.org people.sugarlabs.org] ([[Infrastructure Team/Resources#Sunjammer|sunjammer]]) ===<br />
* Personal home pages<br />
<br />
=== [http://wiki.sugarlabs.org wiki.sugarlabs.org] ([[Infrastructure Team/Resources#Solarsail|solarsail]]) ===<br />
* This wiki.<br />
<br />
=== [ftp://people.sugarlabs.org/ ftp://people.sugarlabs.org] ([[Infrastructure Team/Resources#Sunjammer|sunjammer]]) ===<br />
* Authenticated FTP service for users. Only allows TLS AUTH (ftps).<br />
<br />
=== [http://www.sugarlabs.org www.sugarlabs.org] ([[Infrastructure Team/Resources#Solarsail|solarsail]]) ===<br />
* A few, well designed, static pages to introduce the project.<br />
* Staging ground for changes: [http://www-testing.sugarlabs.org www-testing.sugarlabs.org] ([[Infrastructure Team/Resources#Sunjammer|sunjammer]])<br />
<br />
=== [http://voip.sugarlabs.org voip.sugarlabs.org] ([[Infrastructure Team/Resources#Sunjammer|sunjammer]]) ===<br />
* Asterisk PBX installation for local users<br />
<br />
=== xs.sugarlabs.org ([http://www.solutiongrove.com/about/ Solution Grove]) ===<br />
* Development school server<br />
<br />
=== blog.sugarlabs.org ===<br />
* '''Inactive'''<br />
* Project blog to to make it easier for people to follow what's happening in Sugar Labs land. Walter's community news could be published through this too.<br />
<br />
<br />
<noinclude>{{ GoogleTrans-en | es =show | bg =show | zh-CN =show | zh-TW =show | hr =show | cs =show | da =show | nl =show | fi =show | fr =show | de =show | el =show | hi =show | it =show | ja =show | ko =show | no =show | pl =show | pt =show | ro =show | ru =show | sv =show }}</noinclude><br />
== Subpages ==<br />
<br />
{{Special:PrefixIndex/{{PAGENAMEE}}/}}<br />
<br />
<br />
[[Category:Team]]</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Activity_Library/Devel/Installing&diff=35826Activity Library/Devel/Installing2009-08-26T22:41:51Z<p>Wwdillingham: addons.sugarlabs.org is no longer and only redirectrs to activities.sl.o</p>
<hr />
<div>=Activities.sugarlabs.org=<br />
Over the last several months, there have been on and off discussions about how to adapt the addons.mozilla.org server software to manage Sugar activities.<br />
<br />
==Background==<br />
Information about Remora, the codename for a.m.o version 3, is at https://wiki.mozilla.org/Update:Remora.<br />
<br />
== Why base a.s.o on a.m.o ==<br />
=== Pros ===<br />
* The function of a.m.o is exactly the same as the desired functionality of a.s.o.<br />
<br />
=== Cons ===<br />
* A.m.o is currently only used by mozilla.<br />
* A.m.o is written in cake-php (yet another web framework)<br />
<br />
== Installing activities.sugarlabs.org ==<br />
<br />
Mozilla.org runs a.m.o on CentOS5.0. For capability reasons these instructions will also use CentOS5.2.<br />
<br />
===Install centOS5.2 as server===<br />
It is handy to set up a development system as a server-gui in a virtual machine.<br />
<br />
===Set up Apache===<br />
Apache is pre-installed on CentOS.<br />
<br />
Configure Apache to start on system boot.<br />
<br />
<code><br />
chkconfig --levels 235 httpd on<br />
</code><br />
<br />
===Create Apache test page===<br />
<br />
<code><br />
vim /var/www/html/index.php<br />
<br />
<?php phpinfo(); ?><br />
</code><br />
<br />
===Start Apache===<br />
<br />
<code><br />
service httpd start<br />
</code><br />
<br />
===Install Firefox===<br />
<br />
<code><br />
yum install firefox<br />
</code><br />
<br />
===Test 127.0.0.1===<br />
<br />
verify mod_rewrite and mod_expires are loaded<br />
<br />
===Set up php===<br />
<br />
look for PHP5.1.6<br />
<br />
<code> <br />
rpm -q php<br />
</code><br />
<br />
look for php-gettext ( in php-common)<br />
<br />
<code><br />
rpm -q php-common<br />
</code><br />
<br />
install required php modules<br />
<br />
<code><br />
yum install php-pear php-gd php-mbstring<br />
<br />
pear config-set preferred_state beta <br />
pear install Archive_Zip<br />
</code><br />
<br />
===Install git===<br />
<br />
<code>yum install git</code><br />
<br />
===Checkout our fork===<br />
The repo with the latest sources is http://git.sugarlabs.org/projects/slo-activities/repos/mainline <br />
<br />
<pre><br />
git-clone git://git.sugarlabs.org/slo-activities/mainline.git /var/www<br />
</pre><br />
<br />
Add these lines to /var/www/.git/info/exclude:<br />
<br />
<pre><br />
/site/vendors/product-details<br />
/site/app/config/config-local.php<br />
/site/app/config/config.php<br />
/site/app/tmp<br />
</pre><br />
<br />
Create some empty dirs needed at runtime:<br />
<br />
<pre><br />
mkdir /var/www/site/app/tmp/<br />
mkdir /var/www/site/app/tmp/cache<br />
mkdir /var/www/site/app/tmp/cache/persistent<br />
mkdir /var/www/site/app/tmp/cache/models<br />
mkdir /var/www/site/app/tmp/cache/views<br />
</pre><br />
<br />
Fetch one external dependency:<br />
<br />
<pre><br />
cd /var/www/site/vendors/<br />
svn co http://svn.mozilla.org/libs/product-details product-details<br />
</pre><br />
<br />
==Set up server==<br />
<br />
===Set permissions===<br />
<br />
<code><br />
chown -R apache:apache /var/www/site <br />
</code><br />
<br />
===Edit DocumentRoot===<br />
<br />
<code><br />
vim /etc/httpd/conf/httpd.conf<br />
<br />
Edit DocumentRoot /var/www/site/app/webroot<br />
Edit AllowOverride All<br />
</code><br />
<br />
===Add to hosts===<br />
<br />
<code><br />
vim /etc/hosts<br />
127.0.0.1 activities.sugarlabs.org<br />
</code><br />
<br />
==Test server==<br />
<br />
<code><br />
service httpd restart<br />
</code><br />
<br />
<code><br />
mv /var/www/site/app/webroot/index.php /var/www/site/app/webroot/index.php.old<br />
mv /var/www/html/index.php /var/www/site/app/webroot/index.php<br />
</code><br />
<br />
===Open=== <br />
<br />
Open activities.sugarlabs.org in firefox<br />
<br />
===Install mysql===<br />
<code><br />
yum install mysql-server php-mysql<br />
</code><br />
<br />
===start mysql on system boot===<br />
<br />
<code><br />
chkconfig --levels 235 mysqld on <br />
</code><br />
<br />
===Start mysqld===<br />
<br />
<code><br />
service mysqld start<br />
</code><br />
<br />
===Test server===<br />
<br />
<code><br />
service httpd restart<br />
</code><br />
<br />
open activities.sugarlabs.org in firefox. Make sure mysql is enabled<br />
<br />
===Revert index.php===<br />
<br />
mv /var/www/site/app/webroot/index.php.old /var/www/site/app/webroot/index.php<br />
<br />
==Setup mysql==<br />
<br />
<code><br />
mysqladmin -u root password remora<br />
mysqladmin -u root -p create remora<br />
mysql -u root -p<br />
<br />
GRANT ALL ON *.* TO 'remora'@'localhost' IDENTIFIED BY 'remora';<br />
exit; <br />
</code><br />
<br />
==Configure aso==<br />
<br />
=== Auto mode ===<br />
<br />
cd /var/www<br />
aslo/db-create-stub.sh<br />
<br />
=== Manual mode ===<br />
<br />
====Populate tables====<br />
<code><br />
mysql -u remora --password=remora -D remora </var/www/site/app/config/sql/remora.sql<br />
mysql -u remora --password=remora -D remora </var/www/site/app/tests/data/remora-test-data.sql<br />
mysql -u remora --password=remora -D remora </var/www/site/app/tests/data/sugar-test-data.sql<br />
</code><br />
<br />
====Edit config.php====<br />
<br />
<code><br />
cp /var/www/site/app/config/config.php.default /var/www/site/app/config/config.php<br />
vim /var/www/site/app/config/config.php<br />
</code><br />
<br />
'''NOTE''' Make sugar that /var/www/site/app/config/config.php is ended by "?>" not by "?>\n"<br />
<br />
<pre><nowiki><br />
<?php<br />
/* ***** BEGIN LICENSE BLOCK *****<br />
* Version: MPL 1.1/GPL 2.0/LGPL 2.1<br />
*<br />
* The contents of this file are subject to the Mozilla Public License Version<br />
* 1.1 (the "License"); you may not use this file except in compliance with<br />
* the License. You may obtain a copy of the License at<br />
* http://www.mozilla.org/MPL/<br />
*<br />
* Software distributed under the License is distributed on an "AS IS" basis,<br />
* WITHOUT WARRANTY OF ANY KIND, either express or implied. See the License<br />
* for the specific language governing rights and limitations under the<br />
* License.<br />
*<br />
* The Original Code is addons.mozilla.org site.<br />
*<br />
* The Initial Developer of the Original Code is<br />
* The Mozilla Foundation.<br />
* Portions created by the Initial Developer are Copyright (C) 2006<br />
* the Initial Developer. All Rights Reserved.<br />
*<br />
* Contributor(s):<br />
* Wil Clouser <wclouser@mozilla.com> (Original Author)<br />
* Mike Morgan <morgamic@mozilla.com><br />
* Justin Scott <fligtar@gmail.com><br />
* Frederic Wenzel <fwenzel@mozilla.com><br />
*<br />
* Alternatively, the contents of this file may be used under the terms of<br />
* either the GNU General Public License Version 2 or later (the "GPL"), or<br />
* the GNU Lesser General Public License Version 2.1 or later (the "LGPL"),<br />
* in which case the provisions of the GPL or the LGPL are applicable instead<br />
* of those above. If you wish to allow use of your version of this file only<br />
* under the terms of either the GPL or the LGPL, and not to allow others to<br />
* use your version of this file under the terms of the MPL, indicate your<br />
* decision by deleting the provisions above and replace them with the notice<br />
* and other provisions required by the GPL or the LGPL. If you do not delete<br />
* the provisions above, a recipient may use your version of this file under<br />
* the terms of any one of the MPL, the GPL or the LGPL.<br />
*<br />
* ***** END LICENSE BLOCK ***** */<br />
<br />
<br />
<br />
/**<br />
* Global configuration document.<br />
*<br />
* This document covers both the CakePHP based site (/site) and its service scripts.<br />
* Unless otherwise noted, trailing slashes should not be used.<br />
* @package amo<br />
*/<br />
<br />
/**<br />
* Site URL<br />
* Example: http://addons.mozilla.org<br />
* Example: http://khan-vm.mozilla.org (dev)<br />
* Example of getting a full controller url:<br />
* echo SITE_URL.$html->url('/users/register');<br />
* Will default to http://addons.mozilla.org unless defined below<br />
*/<br />
// define('SITE_URL', '');<br />
<br />
/**<br />
* Services URL.<br />
* Example: http://addons.mozilla.org/services<br />
* Example: http://khan-vm.mozilla.org/amo/services (dev)<br />
*/<br />
define('SERVICE_URL','http://activities.sugarlabs.org');<br />
<br />
/**<br />
* Site State<br />
* Example: production<br />
* Example: staging<br />
* Example: dev<br />
* All uses should default to dev<br />
*/<br />
define('SITE_STATE', 'dev');<br />
<br />
/**<br />
* Files<br />
* The application uses these paths to piece together the URL for files.<br />
*<br />
* HOST and URL are separated because CakePHP has $html->webroot, and only appends<br />
* FILES_URL while the services need both since it doesn't have<br />
* Cake's context.<br />
*<br />
* No trailing slashes.<br />
*/<br />
<br />
/**<br />
* Host, including http://. Should be everything leading up to addon ids.<br />
* Example: http://releases.mozilla.org/addons<br />
*/<br />
define('FILES_HOST', 'http://activities.sugarlabs.org'); <br />
<br />
/**<br />
* Relative web path of the files directory. Tacking this on to FILES_HOST should get you<br />
* the complete URL where your files are. This is the location of the downloads controller<br />
* and it should not normally need to be changed, the default is set in constants.php,<br />
* and shown commented out here.<br />
*<br />
* Example: downloads/file<br />
*/<br />
define('FILES_URL', 'downloads');<br />
<br />
/**<br />
* File path for storing XPI/JAR files (or any files associated with an add-on).<br />
* Example: /data/www/app/webroot/files<br />
*/<br />
define('REPO_PATH', '/var/www/files');<br />
<br />
/**<br />
* File path for storing public files to be rsynced for updates<br />
* If left commented out, files will not be copied there and will use only REPO_PATH<br />
*/<br />
//define('PUBLIC_STAGING_PATH', '');<br />
<br />
/**<br />
* The path to the gnu diff program (or any diff program able to create a unified diff).<br />
* If left commented out, it will use the xdiff package<br />
*/<br />
//define('DIFF_PATH', '/usr/bin/diff');<br />
<br />
/**<br />
* This is the number of seconds for which repeat downloads will not<br />
* be counted, since Firefox does multiple gets during a single install process.<br />
*/<br />
define('DL_COUNT_DELAY', '10');<br />
<br />
/**<br />
* Path to directory where detailed logfiles are kept. Files will be created in<br />
* this directory in the format: {DETAILED_LOG_PATH}/Y-M-D.txt<br />
*/<br />
//define('DETAILED_LOG_PATH', '');<br />
<br />
/**<br />
* Path to directory for misc. AMO storage accessible by all webheads.<br />
*/<br />
define('NETAPP_STORAGE', '');<br />
<br />
/**<br />
* Facebook Configuration<br />
*/<br />
// Whether the Facebook controller is enabled<br />
define('FB_ENABLED', 'false');<br />
<br />
// Facebook API keys<br />
define('FB_API_KEY', '');<br />
define('FB_API_SECRET', '');<br />
<br />
// Facebook App URL<br />
define('FB_URL', 'http://apps.facebook.com/add-ons');<br />
<br />
// Facebook Image site - where images are pulled from<br />
define('FB_IMAGE_SITE', 'https://addons.mozilla.org');<br />
<br />
// Facebook Install site - where the add-on install page goes<br />
define('FB_INSTALL_SITE', 'https://addons.mozilla.org');<br />
<br />
// Facebook Bounce Percentage - percent of hits to bounce<br />
//define('FB_BOUNCE_PERCENTAGE', 0);<br />
<br />
/**<br />
* Database configuration.<br />
*/<br />
<br />
/**<br />
* DB_USER, DB_PASS, DB_NAME, DB_HOST, DB_PORT<br />
* This database has read/write capabilities. Host and port default to localhost and 3306.<br />
*/<br />
define('DB_USER','remora');<br />
define('DB_PASS','remora');<br />
define('DB_NAME','remora');<br />
<br />
/**<br />
* SHADOW_DB_USER, SHADOW_DB_PASS, SHADOW_DB_NAME, SHADOW_DB_HOST, SHADOW_DB_PORT<br />
* Array of shadow databases that have read-only access.<br />
* - If left alone, will default to DB_* above.<br />
* - DB_WEIGHTs must sum to 1. i.e., a weight of 0 will never get hit, a weight<br />
* of .50 will get hit half of the time, and a weight of 1 will always get hit.<br />
* - The array keys need not be numeric and could be used for descriptive purposes<br />
* that would appear in the monitor script.<br />
*/<br />
global $shadow_databases;<br />
$shadow_databases = array(<br />
0 => array(<br />
'DB_HOST' => '',<br />
'DB_PORT' => 3306,<br />
'DB_NAME' => '',<br />
'DB_USER' => '',<br />
'DB_PASS' => '',<br />
'DB_WEIGHT' => 0<br />
)<br />
);<br />
<br />
/**<br />
* TEST_DB_USER, TEST_DB_PASS, TEST_DB_NAME, TEST_DB_HOST, TEST_DB_PORT<br />
* The test database. All fields default to their DB_* counterparts, except<br />
* for TEST_DB_NAME, which is DB_NAME . "-test".<br />
*/<br />
<br />
/**<br />
* memcache configuration.<br />
* <br />
* The memcache_config array lists all possible memcached servers to use in case the default server does not have the appropriate key.<br />
*/<br />
global $memcache_config;<br />
$memcache_config = array(<br />
'localhost' => array(<br />
'port' => '11211',<br />
'persistent' => true,<br />
'weight' => '1',<br />
'timeout' => '1',<br />
'retry_interval' => 15<br />
)<br />
);<br />
<br />
/**<br />
* Recaptcha (recaptcha.net) configuration<br />
*/<br />
define('RECAPTCHA_ENABLED', false);<br />
define('RECAPTCHA_PRIVATE_KEY', '...');<br />
define('RECAPTCHA_PUBLIC_KEY', '...');<br />
<br />
/**<br />
* Compatibility Center Versions<br />
*/<br />
define('COMPAT_DEFAULT_VERSION', '3.1');<br />
global $compatibility_versions;<br />
$compatibility_versions = array(<br />
'3.0', '3.1'<br />
);<br />
<br />
?><br />
</nowiki></pre><br />
<br />
====Edit config-local.php====<br />
<br />
<code><br />
vim /var/www/site/app/config/config-local.php<br />
</code><br />
<br />
<code><br />
<?php<br />
define('DEBUG', 1);<br />
define('DEV', true);<br />
?><br />
</code><br />
<br />
<code><br />
chown apache:apache /var/www/site/app/config/config-local.php<br />
</code><br />
<br />
This is necessary to generate debug message. Without it you get a somewhat disconcerting blankscreen.<br />
<br />
====Create download directory====<br />
<br />
<code><br />
mkdir /var/www/downloads<br />
chown -R apache:apache /var/www/downloads<br />
</code><br />
<br />
====Create repo directories====<br />
<br />
<code><br />
mkdir /var/www/files<br />
mkdir /var/www/files/temp<br />
mkdir /var/www/files/extracted<br />
chown -R apache:apache /var/www/files<br />
</code><br />
<br />
=== Optional steps ===<br />
<br />
====Install php-memcache====<br />
<br />
<code><br />
yum install php-devel gcc zlib-devel<br />
<br />
pecl install memcache<br />
vim /etc/php.ini<br />
</code><br />
<br />
You should add "extension=memcache.so" to php.ini<br />
<br />
<code><br />
service httpd restart<br />
</code><br />
<br />
====Install memcached====<br />
<br />
<code><br />
rpm -Uhv http://apt.sw.be/redhat/el5/en/i386/rpmforge/RPMS/rpmforge-release-0.3.6-1.el5.rf.i386.rpm<br />
yum install memcached<br />
service memcached start<br />
chkconfig --levels 235 httpd on<br />
</code><br />
<br />
<br />
===Test activities.sugarlabs.org===<br />
<br />
Open activities.sugarlabs.org in firefox.<br><br />
If you followed [[#Auto mode]] section use<br />
''login'' admin@sugarlabs.org<br />
''password'' test<br />
<br />
To run tests open activities.sugarlabs.org/tests?case=installation.test.php in firefox.<br />
<br />
== TODO ==<br />
<br />
* Fix search<br />
* Fix downloads<br />
* Lots of testing, debugging and fixing<br />
* Upstream all patches that can make easier future rebases (and have a chance of being accepted)<br />
* Translate our new strings<br />
* Change the design accordingly to the Sugar image</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Activity_Library/Devel&diff=35716Activity Library/Devel2009-08-24T19:30:21Z<p>Wwdillingham: /* People involved */</p>
<hr />
<div>{{draft}}<br />
{{TOCright}}<br />
== Introduction ==<br />
<br />
We are adapting [https://wiki.mozilla.org/Update:Remora Remora], the software behind http://addons.mozilla.org, as a Sugar Activities user-facing infrastructure for installation, reviews, and ratings. (Activity development infrastructure will be hosted elsewhere.)<br />
<br />
== Design (both UI and app) ==<br />
We are collaborating on the AddonsPortal [[Activity Library/Design|Design Page]]<br />
Josh is working on a mockup so that we can then do a peer review and then fit it into the Remora code. Remember, as few changes to the code as necessary (focus mainly on CSS and not changing the Views -- where possible)<br />
<br />
== Participate ==<br />
<br />
=== Kinds of help needed ===<br />
<br />
* Infrastructure - installation, running, maintaining the instance once it's live/stable/usable.<br />
* Development - fixing bugs, committing patches, and pushing them upstream.<br />
* Testing - filing bugs against the latest version.<br />
* Coordination - keeping track of goings-on, acting as a source of up-to-date information and concrete tasks, and making sure the delta from upstream does not get too large.<br />
<br />
=== Howto ===<br />
<br />
# Add your name to the list below.<br />
# Look at the latest live version at http://addons.sugarlabs.org - does it look like something you can use and test? Development is being done on: http://addons-devel.sugarlabs.org/en-US/sugar/<br />
## If yes, try using it until you run into a bug, then file it at http://dev.sugarlabs.org/ under the activities.sugarlabs.org component. Keep in mind that this is an unstable alpha and all work is considered test data that can be wiped out at a moment's notice.<br />
## If no, look at the [http://dev.sugarlabs.org/query?status=accepted&status=assigned&status=new&status=reopened&component=activities.sugarlabs.org&order=priority&col=id&col=summary&col=status&col=owner&col=type&col=milestone trac query for activities.sugarlabs.org] and see if there's a ticket you can take/help with (helping with a ticket can include reproducing it, rewriting and clarifying the bug report, checking if a patch is being pushed upstream, etc). [[Activity Library/Devel/Installing|Installing a local copy]] may help.<br />
# If you have questions, find one of the people below on IRC (irc.freenode.net, #sugar) and ask. If none of us are online, contact [[User:Mchua|Mchua]].<br />
<br />
=== People involved ===<br />
<br />
* [[User:Mick]] - infrastructure, development, and testing; '''coordinator'''<br />
* [[User:Dfarning]] - infrastructure and development<br />
* [[User:Josh]] - design<br />
* [[User:Mchua]] - testing/QA<br />
* [[User:Tomeu]] - infrastructure and development (knows many details of coordination; transitioning to Mchua)<br />
* [[User:Wade]] - Activity Team lead<br />
* [[User:lfaraone]] - testing/QA, bugfixing<br />
* [[User:ChristophD]] - not yet contributing, but would like to help with planing<br />
* [[User:wwdillingham]] - would like to begin helping with infrastructure / testing / development / documentation / bug killing.<br />
* Sign your name here if you're contributing<br />
<br />
== Coordination ==<br />
<br />
http://addons.sugarlabs.org is hosted on the sunjammer server. (It's named 'addons' because we may host more than activity bundles in the future; Language packs, Library Packs...)<br />
<br />
Development is coordinated using the standard three stages; production, testing, and development plus upstream svn. Each stage runs as its own user and has its own database. The source code is in individual branches of http://git.sugarlabs.org/projects/slo-addons .<br />
<br />
===Production===<br />
<br />
The production instance currently runs as user production. The source code is in the production branch.<br />
<br />
===Testing===<br />
<br />
The testing instance currently runs as user testing. The source code is in the testing branch.<br />
<br />
Testing is to be used as a staging for developers and testers to use and abuse the new code before it goes into production.<br />
<br />
We need lots of help testing the site. (It is currently in pre-alpha and not particularly interesting to test, so if you're not a developer you may want to add this page to your watchlist and check back in a week.) Add new tickets for bugs that you find to [http://dev.sugarlabs.org/ Trac] with the activities.sugarlabs.org component. Feature and design ideas are also welcomed.<br />
<br />
===Devel===<br />
<br />
Remora is written in php, so primarily php/mysql hackers are needed. The development instance currently runs as user devel. The source code is in the devel branch.<br />
<br />
Devel is your playground. You can either work directly on the devel instance on sunjammer or you can follow the instructions at [[Activity Library/Devel/Installing]] to set up your own personal aslo on your computer at home. Using git makes it really easy to recover from mistakes. As long as you have not pushed your commits you can just 'git --hard reset origin' to permanently delete any local changes (see --mixed for not actually deleting).<br />
<br />
If you ''really'' break things, the steps to restore it to its former glory are:<br />
<br />
# read these instructions and ask for help on IRC if any of them are not clear<br />
# delete the instance<br />
# git clone from master<br />
# checkout correct branch for the instance<br />
# svn pull the vendor stuff<br />
# recreate the tmp dir stuff<br />
# install the config.php<br />
<br />
See https://wiki.mozilla.org/Update:Remora for upstream project information, and for instructions on how to install a local copy to play with. Then check [http://dev.sugarlabs.org/query?status=accepted&status=assigned&status=new&status=reopened&component=activities.sugarlabs.org&order=priority&col=id&col=summary&col=status&col=owner&col=type&col=milestone this trac listing] for development tickets and pick one to fix or to ask questions about.<br />
<br />
===SVN===<br />
<br />
There is a fourth branch named svn which is used to merge upstream changes for mozilla.org. <br />
<br />
One of our key goals is to keep also as close as possible to amo, so rebasing isn't so costly. If at all possible, try to refactor your patches so that they can be pushed upstream.<br />
<br />
==Happy Hacking==<br />
<br />
Meet us in #sugar on freenode if you'd like to jump in and help. Formal meetings should be planned soon. Meetings will be in #sugar-meeting and announced here. If you watch this page, you will receive email notifications when it changes.<br />
<br />
Should an email be sent to the IAEP and/or sugar-devel mailing lists to announce meetings? [[User:Tomeu|tomeu]] 09:10, 1 February 2009 (UTC)<br />
<br />
File a ticket on http://dev.sugarlabs.org with the component 'infrastructure' if you need an account for development or testing (you do not need a sunjammer account to do user-facing testing on this). Make sure to include your desired account name and PGP key.<br />
<br />
== Historical discussion ==<br />
<br />
There have been a number of mailing list threads about the AddonsPortal; this page has been updated to reflect the content of the latest messages, but they are listed here for historical purposes.<br />
<br />
* [http://lists.sugarlabs.org/archive/sugar-devel/2009-January/011147.html The start of a to-do list (Mel)]<br />
* [http://lists.sugarlabs.org/archive/sugar-devel/2009-February/011313.html The start of this wiki page (Tomeu)]<br />
<br />
<br />
For information on Amo, the upstream addons.mozilla.org project please see the [http://wiki.mozilla.org/Update:Remora Remora project page].<br />
<br />
=== Resources ===<br />
* [[Activity Library/Devel/Installing|How to setup ASLO]]<br />
* [[Activity Library/Devel/Building| How to Build ASLO]]<br />
* [http://svn.mozilla.org/addons/|Mozilla SVN]<br />
* [[Activity Library/Devel/Bugs|Who do I request review from?]]<br />
* [[Activity Library/Devel/Staging|Staging Boxes]]<br />
* [[Activity Library/Devel/Database_Changes|Database Changes]]<br />
* [[Activity Library/Devel/Statistics|Statistics Parsing Scripts]]<br />
* [[Activity Library/Devel/Queries|Useful SQL Queries]]</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Activity_Library/Devel&diff=35709Activity Library/Devel2009-08-24T16:45:13Z<p>Wwdillingham: /* People involved */</p>
<hr />
<div>{{draft}}<br />
{{TOCright}}<br />
== Introduction ==<br />
<br />
We are adapting [https://wiki.mozilla.org/Update:Remora Remora], the software behind http://addons.mozilla.org, as a Sugar Activities user-facing infrastructure for installation, reviews, and ratings. (Activity development infrastructure will be hosted elsewhere.)<br />
<br />
== Design (both UI and app) ==<br />
We are collaborating on the AddonsPortal [[Activity Library/Design|Design Page]]<br />
Josh is working on a mockup so that we can then do a peer review and then fit it into the Remora code. Remember, as few changes to the code as necessary (focus mainly on CSS and not changing the Views -- where possible)<br />
<br />
== Participate ==<br />
<br />
=== Kinds of help needed ===<br />
<br />
* Infrastructure - installation, running, maintaining the instance once it's live/stable/usable.<br />
* Development - fixing bugs, committing patches, and pushing them upstream.<br />
* Testing - filing bugs against the latest version.<br />
* Coordination - keeping track of goings-on, acting as a source of up-to-date information and concrete tasks, and making sure the delta from upstream does not get too large.<br />
<br />
=== Howto ===<br />
<br />
# Add your name to the list below.<br />
# Look at the latest live version at http://addons.sugarlabs.org - does it look like something you can use and test? Development is being done on: http://addons-devel.sugarlabs.org/en-US/sugar/<br />
## If yes, try using it until you run into a bug, then file it at http://dev.sugarlabs.org/ under the activities.sugarlabs.org component. Keep in mind that this is an unstable alpha and all work is considered test data that can be wiped out at a moment's notice.<br />
## If no, look at the [http://dev.sugarlabs.org/query?status=accepted&status=assigned&status=new&status=reopened&component=activities.sugarlabs.org&order=priority&col=id&col=summary&col=status&col=owner&col=type&col=milestone trac query for activities.sugarlabs.org] and see if there's a ticket you can take/help with (helping with a ticket can include reproducing it, rewriting and clarifying the bug report, checking if a patch is being pushed upstream, etc). [[Activity Library/Devel/Installing|Installing a local copy]] may help.<br />
# If you have questions, find one of the people below on IRC (irc.freenode.net, #sugar) and ask. If none of us are online, contact [[User:Mchua|Mchua]].<br />
<br />
=== People involved ===<br />
<br />
* [[User:Mick]] - infrastructure, development, and testing; '''coordinator'''<br />
* [[User:Dfarning]] - infrastructure and development<br />
* [[User:Josh]] - design<br />
* [[User:Mchua]] - testing/QA<br />
* [[User:Tomeu]] - infrastructure and development (knows many details of coordination; transitioning to Mchua)<br />
* [[User:Wade]] - Activity Team lead<br />
* [[User:lfaraone]] - testing/QA, bugfixing<br />
* [[User:ChristophD]] - not yet contributing, but would like to help with planing<br />
* [[User:wwdillingham]] - infrastructure / testing / development / documentation / bug killing.<br />
* Sign your name here if you're contributing<br />
<br />
== Coordination ==<br />
<br />
http://addons.sugarlabs.org is hosted on the sunjammer server. (It's named 'addons' because we may host more than activity bundles in the future; Language packs, Library Packs...)<br />
<br />
Development is coordinated using the standard three stages; production, testing, and development plus upstream svn. Each stage runs as its own user and has its own database. The source code is in individual branches of http://git.sugarlabs.org/projects/slo-addons .<br />
<br />
===Production===<br />
<br />
The production instance currently runs as user production. The source code is in the production branch.<br />
<br />
===Testing===<br />
<br />
The testing instance currently runs as user testing. The source code is in the testing branch.<br />
<br />
Testing is to be used as a staging for developers and testers to use and abuse the new code before it goes into production.<br />
<br />
We need lots of help testing the site. (It is currently in pre-alpha and not particularly interesting to test, so if you're not a developer you may want to add this page to your watchlist and check back in a week.) Add new tickets for bugs that you find to [http://dev.sugarlabs.org/ Trac] with the activities.sugarlabs.org component. Feature and design ideas are also welcomed.<br />
<br />
===Devel===<br />
<br />
Remora is written in php, so primarily php/mysql hackers are needed. The development instance currently runs as user devel. The source code is in the devel branch.<br />
<br />
Devel is your playground. You can either work directly on the devel instance on sunjammer or you can follow the instructions at [[Activity Library/Devel/Installing]] to set up your own personal aslo on your computer at home. Using git makes it really easy to recover from mistakes. As long as you have not pushed your commits you can just 'git --hard reset origin' to permanently delete any local changes (see --mixed for not actually deleting).<br />
<br />
If you ''really'' break things, the steps to restore it to its former glory are:<br />
<br />
# read these instructions and ask for help on IRC if any of them are not clear<br />
# delete the instance<br />
# git clone from master<br />
# checkout correct branch for the instance<br />
# svn pull the vendor stuff<br />
# recreate the tmp dir stuff<br />
# install the config.php<br />
<br />
See https://wiki.mozilla.org/Update:Remora for upstream project information, and for instructions on how to install a local copy to play with. Then check [http://dev.sugarlabs.org/query?status=accepted&status=assigned&status=new&status=reopened&component=activities.sugarlabs.org&order=priority&col=id&col=summary&col=status&col=owner&col=type&col=milestone this trac listing] for development tickets and pick one to fix or to ask questions about.<br />
<br />
===SVN===<br />
<br />
There is a fourth branch named svn which is used to merge upstream changes for mozilla.org. <br />
<br />
One of our key goals is to keep also as close as possible to amo, so rebasing isn't so costly. If at all possible, try to refactor your patches so that they can be pushed upstream.<br />
<br />
==Happy Hacking==<br />
<br />
Meet us in #sugar on freenode if you'd like to jump in and help. Formal meetings should be planned soon. Meetings will be in #sugar-meeting and announced here. If you watch this page, you will receive email notifications when it changes.<br />
<br />
Should an email be sent to the IAEP and/or sugar-devel mailing lists to announce meetings? [[User:Tomeu|tomeu]] 09:10, 1 February 2009 (UTC)<br />
<br />
File a ticket on http://dev.sugarlabs.org with the component 'infrastructure' if you need an account for development or testing (you do not need a sunjammer account to do user-facing testing on this). Make sure to include your desired account name and PGP key.<br />
<br />
== Historical discussion ==<br />
<br />
There have been a number of mailing list threads about the AddonsPortal; this page has been updated to reflect the content of the latest messages, but they are listed here for historical purposes.<br />
<br />
* [http://lists.sugarlabs.org/archive/sugar-devel/2009-January/011147.html The start of a to-do list (Mel)]<br />
* [http://lists.sugarlabs.org/archive/sugar-devel/2009-February/011313.html The start of this wiki page (Tomeu)]<br />
<br />
<br />
For information on Amo, the upstream addons.mozilla.org project please see the [http://wiki.mozilla.org/Update:Remora Remora project page].<br />
<br />
=== Resources ===<br />
* [[Activity Library/Devel/Installing|How to setup ASLO]]<br />
* [[Activity Library/Devel/Building| How to Build ASLO]]<br />
* [http://svn.mozilla.org/addons/|Mozilla SVN]<br />
* [[Activity Library/Devel/Bugs|Who do I request review from?]]<br />
* [[Activity Library/Devel/Staging|Staging Boxes]]<br />
* [[Activity Library/Devel/Database_Changes|Database Changes]]<br />
* [[Activity Library/Devel/Statistics|Statistics Parsing Scripts]]<br />
* [[Activity Library/Devel/Queries|Useful SQL Queries]]</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Activity_Library/Devel&diff=35708Activity Library/Devel2009-08-24T16:44:41Z<p>Wwdillingham: /* People involved */</p>
<hr />
<div>{{draft}}<br />
{{TOCright}}<br />
== Introduction ==<br />
<br />
We are adapting [https://wiki.mozilla.org/Update:Remora Remora], the software behind http://addons.mozilla.org, as a Sugar Activities user-facing infrastructure for installation, reviews, and ratings. (Activity development infrastructure will be hosted elsewhere.)<br />
<br />
== Design (both UI and app) ==<br />
We are collaborating on the AddonsPortal [[Activity Library/Design|Design Page]]<br />
Josh is working on a mockup so that we can then do a peer review and then fit it into the Remora code. Remember, as few changes to the code as necessary (focus mainly on CSS and not changing the Views -- where possible)<br />
<br />
== Participate ==<br />
<br />
=== Kinds of help needed ===<br />
<br />
* Infrastructure - installation, running, maintaining the instance once it's live/stable/usable.<br />
* Development - fixing bugs, committing patches, and pushing them upstream.<br />
* Testing - filing bugs against the latest version.<br />
* Coordination - keeping track of goings-on, acting as a source of up-to-date information and concrete tasks, and making sure the delta from upstream does not get too large.<br />
<br />
=== Howto ===<br />
<br />
# Add your name to the list below.<br />
# Look at the latest live version at http://addons.sugarlabs.org - does it look like something you can use and test? Development is being done on: http://addons-devel.sugarlabs.org/en-US/sugar/<br />
## If yes, try using it until you run into a bug, then file it at http://dev.sugarlabs.org/ under the activities.sugarlabs.org component. Keep in mind that this is an unstable alpha and all work is considered test data that can be wiped out at a moment's notice.<br />
## If no, look at the [http://dev.sugarlabs.org/query?status=accepted&status=assigned&status=new&status=reopened&component=activities.sugarlabs.org&order=priority&col=id&col=summary&col=status&col=owner&col=type&col=milestone trac query for activities.sugarlabs.org] and see if there's a ticket you can take/help with (helping with a ticket can include reproducing it, rewriting and clarifying the bug report, checking if a patch is being pushed upstream, etc). [[Activity Library/Devel/Installing|Installing a local copy]] may help.<br />
# If you have questions, find one of the people below on IRC (irc.freenode.net, #sugar) and ask. If none of us are online, contact [[User:Mchua|Mchua]].<br />
<br />
=== People involved ===<br />
<br />
* [[User:Mick]] - infrastructure, development, and testing; '''coordinator'''<br />
* [[User:Dfarning]] - infrastructure and development<br />
* [[User:Josh]] - design<br />
* [[User:Mchua]] - testing/QA<br />
* [[User:Tomeu]] - infrastructure and development (knows many details of coordination; transitioning to Mchua)<br />
* [[User:Wade]] - Activity Team lead<br />
* [[User:lfaraone]] - testing/QA, bugfixing<br />
* [[User:ChristophD]] - not yet contributing, but would like to help with planing<br />
* [[User:wwdillingham]] - infrastructure / testing / development / bug killing.<br />
* Sign your name here if you're contributing<br />
<br />
== Coordination ==<br />
<br />
http://addons.sugarlabs.org is hosted on the sunjammer server. (It's named 'addons' because we may host more than activity bundles in the future; Language packs, Library Packs...)<br />
<br />
Development is coordinated using the standard three stages; production, testing, and development plus upstream svn. Each stage runs as its own user and has its own database. The source code is in individual branches of http://git.sugarlabs.org/projects/slo-addons .<br />
<br />
===Production===<br />
<br />
The production instance currently runs as user production. The source code is in the production branch.<br />
<br />
===Testing===<br />
<br />
The testing instance currently runs as user testing. The source code is in the testing branch.<br />
<br />
Testing is to be used as a staging for developers and testers to use and abuse the new code before it goes into production.<br />
<br />
We need lots of help testing the site. (It is currently in pre-alpha and not particularly interesting to test, so if you're not a developer you may want to add this page to your watchlist and check back in a week.) Add new tickets for bugs that you find to [http://dev.sugarlabs.org/ Trac] with the activities.sugarlabs.org component. Feature and design ideas are also welcomed.<br />
<br />
===Devel===<br />
<br />
Remora is written in php, so primarily php/mysql hackers are needed. The development instance currently runs as user devel. The source code is in the devel branch.<br />
<br />
Devel is your playground. You can either work directly on the devel instance on sunjammer or you can follow the instructions at [[Activity Library/Devel/Installing]] to set up your own personal aslo on your computer at home. Using git makes it really easy to recover from mistakes. As long as you have not pushed your commits you can just 'git --hard reset origin' to permanently delete any local changes (see --mixed for not actually deleting).<br />
<br />
If you ''really'' break things, the steps to restore it to its former glory are:<br />
<br />
# read these instructions and ask for help on IRC if any of them are not clear<br />
# delete the instance<br />
# git clone from master<br />
# checkout correct branch for the instance<br />
# svn pull the vendor stuff<br />
# recreate the tmp dir stuff<br />
# install the config.php<br />
<br />
See https://wiki.mozilla.org/Update:Remora for upstream project information, and for instructions on how to install a local copy to play with. Then check [http://dev.sugarlabs.org/query?status=accepted&status=assigned&status=new&status=reopened&component=activities.sugarlabs.org&order=priority&col=id&col=summary&col=status&col=owner&col=type&col=milestone this trac listing] for development tickets and pick one to fix or to ask questions about.<br />
<br />
===SVN===<br />
<br />
There is a fourth branch named svn which is used to merge upstream changes for mozilla.org. <br />
<br />
One of our key goals is to keep also as close as possible to amo, so rebasing isn't so costly. If at all possible, try to refactor your patches so that they can be pushed upstream.<br />
<br />
==Happy Hacking==<br />
<br />
Meet us in #sugar on freenode if you'd like to jump in and help. Formal meetings should be planned soon. Meetings will be in #sugar-meeting and announced here. If you watch this page, you will receive email notifications when it changes.<br />
<br />
Should an email be sent to the IAEP and/or sugar-devel mailing lists to announce meetings? [[User:Tomeu|tomeu]] 09:10, 1 February 2009 (UTC)<br />
<br />
File a ticket on http://dev.sugarlabs.org with the component 'infrastructure' if you need an account for development or testing (you do not need a sunjammer account to do user-facing testing on this). Make sure to include your desired account name and PGP key.<br />
<br />
== Historical discussion ==<br />
<br />
There have been a number of mailing list threads about the AddonsPortal; this page has been updated to reflect the content of the latest messages, but they are listed here for historical purposes.<br />
<br />
* [http://lists.sugarlabs.org/archive/sugar-devel/2009-January/011147.html The start of a to-do list (Mel)]<br />
* [http://lists.sugarlabs.org/archive/sugar-devel/2009-February/011313.html The start of this wiki page (Tomeu)]<br />
<br />
<br />
For information on Amo, the upstream addons.mozilla.org project please see the [http://wiki.mozilla.org/Update:Remora Remora project page].<br />
<br />
=== Resources ===<br />
* [[Activity Library/Devel/Installing|How to setup ASLO]]<br />
* [[Activity Library/Devel/Building| How to Build ASLO]]<br />
* [http://svn.mozilla.org/addons/|Mozilla SVN]<br />
* [[Activity Library/Devel/Bugs|Who do I request review from?]]<br />
* [[Activity Library/Devel/Staging|Staging Boxes]]<br />
* [[Activity Library/Devel/Database_Changes|Database Changes]]<br />
* [[Activity Library/Devel/Statistics|Statistics Parsing Scripts]]<br />
* [[Activity Library/Devel/Queries|Useful SQL Queries]]</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=User:Wwdillingham&diff=35426User:Wwdillingham2009-08-18T19:54:20Z<p>Wwdillingham: </p>
<hr />
<div>=Wesley Dillingham=<br />
<br />
<br />
==Contact Information==<br />
:IRC: [irc://irc.freenode.com/#fedora-olpc #fedora-olpc] '''WWDillingham''' <br />
:<nowiki>E-mail:</nowiki>'''[mailto:wwdillingham@sugarabs.org WWDillingham@SugarLabs.org]'''<br />
<br />
==Development Interest==<br />
*[[Teacher_Reporting |Teacher Reporting Application]]<br />
<br />
==Public ssh key==<br />
<pre>ssh-rsa AAAAB3NzaC1yc2EAAAABIwAAAQEA2Yzvl1C5/qFo26e0cFf406EMNJvpnmg5PHMvxdyUOXY76WOOplmAOI3ErVQE6DesE8rXwtDT8bIWw43Pd3G3WjMzLjwaYAerZs+0lEBJWWO4pkzsMVH+KyZv/oucTr1+epgosX5Wh+aOgQrGN4/2MiGG/iS0/JX5VLIPlDFpEgjTPDP7zS0QU3iarLsnjKRAKOv0QbTEoUaR0Vf1eb/Y3bwn1EV/yTd/fw2cCrgV0neMN0DnyBn2UvE6cdYuNhPQmZP7104H/6IH7uzW9KQqwvX7RSbTCp+RwBo/YvIpg4xzmqKWlAIgh5EhQdcnDOaCxI7fISG1/KWCGDk/Alxgvw== <br />
</pre></div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting&diff=35183Teacher Reporting2009-08-12T21:04:15Z<p>Wwdillingham: </p>
<hr />
<div>{{TOCright}}<br />
==Description==<br />
<br />
A custom [http://moodle.org/ Moodle] [http://docs.moodle.org/en/Quiz_module quiz module] which, in addition to the standard Moodle quiz features, analyzes the questions posed to the student for various qualities, such as compliance with [[User:Gdk/4th_Grade_Maths | Curriculum Standards]].<br />
<br />
The modified Moodle modules will run on a customized XS School Server operating system. Our goal is to allow results and / or grades, from student activities to be readily available to teachers. Based on their wants and needs, the teachers can then generate custom reports on a class or student and have the ability to determine what types of problems students are finding most difficult. In the end we imagine the XS environment running on an XO itself, allowing the teachers the same portability as the students.<br />
==Collaboration==<br />
<br />
To help in code contribution of this project, please visit us at our [http://git.sugarlabs.org/projects/teacher-reporting Gitorious project page.]<br />
<br />
==Project Members==<br />
* '''Project Manager:''' [[User:Wwdillingham | Wesley Dillingham]] <br />
* '''Additional Group Members:''' [[User:jrgreen118 | Jeremiah Green]], [[User:FGrose | Fred Grose]]<br />
<br><br />
<br />
==Goals==<br />
*Expand upon the PHP of the Moodle Quiz Module to parse questions involving mathematical operations for characteristics contained in the [http://www.doe.mass.edu/frameworks/current.html Massachusetts Curriculum Framework for Mathematics.] <br />
*Run Moodle with the modified quiz module on an XO running [[olpc:School_server | XS]], The '''X'''O school '''S'''erver.<br />
*Have Moodle's latest stable release functioning on an XO running XS using the techniques outlined [[olpc:XS-on-XO | here]].<br />
*Have PHP calls successfully querying mock student results from Moodle's PostgreSQL database running on XS.<br />
<br />
==Data Flow Diagram==<br />
[[image:Teacher_Reporting_Diagram.jpg|800px|]]<br />
<br><br />
<br />
==Curriculum Requirements and Relevant Activities==<br />
<br />
See [[Teacher Reporting/Math]].<br />
<br />
=="How to Play/Use" for end user==<br />
<br />
Our project is not intended for a direct use by students. Components (not yet developed) under the scope of our project exist on students computer's in so far as facilitating the data movement from the XO to the XS. Therefore, there are no directions for students on how to use our application, it will be entirely transparent to them. When a student begins an activity which is compatible with our application, it will automatically report information to the API. Our application will then read this information from the API and produce reports to the teacher. We envision this interface to be web based, allowing the teacher to select particular games, and as a subcategory, the particular curriculum requirements in which that game uses.<br />
<br />
<br />
<br />
In order to run this script (parser.awk) issue the command, <pre>awk -f parser.awk students.dat</pre><br />
<br />
== Teachers guide ==<br />
<br />
Student.dat file fields:<pre><br />
MAC-ADDRESS STUDENT_NAME OPERATION CORRECT<br />
</pre><br />
<br />
Example:<pre><br />
0C7B6G0023BC Wesley 9/3+7 1<br />
0C7B6G04DBBA Jeremiah 4+10/7 0<br />
0C7B6GBA5D7D Billy 88-28*2 0<br />
0C7B6G07E9HB Bob 4*5 1<br />
</pre><br />
<br />
Ouput Example: <pre>Student Only + Contains + Only - Contains - Only * Contains * Only / Contains / Understands OoO?<br />
wes 25 28 12 100 80 83 71 53 no <br />
bob 80 77 0 66 100 100 33 60 yes <br />
jeremiah 0 0 16 33 40 50 14 33 no <br />
billy 66 70 33 53 50 37 100 80 yes <br />
</pre><br />
''note: This output is not reflective of the student.dat example data above''<br />
<br />
<br />
==XS SchoolServer on the XO==<br />
<br />
A major barrier to achieving our goals is the idea that the School Server needs the ability to be versatile and portable. While some may have resources to dedicate substantial hardware to such a server, others may find themselves with nothing more than the XO laptops. From this stems the idea of running this server on one of the XO laptops via either a USB flash drive, SD card, or the internal NAND hard drive.<br />
<br />
<br />
When fully installed on an SD card, the base operating system takes up about 1.6GB. There is a small amount of documentation available which is excellent and extremely helpful, but it can be difficult to use at times. Below is a quick break down of what we did and how to replicate it.<br />
<br />
====How To:====<br />
<br />
The most helpful website to read before beginning can be found here: [http://wiki.laptop.org/go/XS-on-XO Laptop.org's XS-on-XO.]<br />
<br />
=====Necessary hardware to replicate our setup includes:===== <br />
*XO Laptop<br />
*Linux Computer with SD Card Reader <br />
**Can be physical machine or virtual. Also, some things can be done in Windows.<br />
*SD card which is at least 4GB (We used an 8GB A-DATA SDHC)<br />
<br />
=====Un-compress the image:=====<br />
*Download the image file: [http://xs-dev.laptop.org/xs/other/OLPC-School-Server-0.5.2-dev01-i386.img.gz OLPC-School-Server-0.5.2-dev01-i386.img.gz]<br />
*Un-compress the file<br />
**In Windows, [http://www.rarlab.com/download.htm WinRAR] worked well.<br />
**In Linux, this command works just as well<pre>gzip -d OLPC-School-Server-0.5.2-dev01-i386.img.gz</pre><br />
<br />
=====Setting Up the Environment=====<br />
With the SD card connected to the Linux PC:<br />
*Using a tool of your choice format the SD card to ext2 or ext3 (Linux 83).<br />
**Gparted was excellent for formating the SD card to ext3, but fdisk would also work.<br />
*Mark the partition with the boot flag<br />
**This can be done using gparted, but in several instances errors were experienced. In lieu fdisk works great.<br />
**To enter fdisk, use <br />
<pre><br />
fdisk /dev/sd*1<br />
or<br />
fdisk /dev/mmcblk*p1<br />
</pre><br />
*where * is the letter associated with the SD device and the 1 is the partition. Once in fdisk, use the help to determine the specific command to mark the boot flag. In most instances it will be "a".<br />
*Next ensure the .img file, uncompressed previously, is accessible by the Linux machines.<br />
*Use the command, <br />
<pre><br />
dd if=OLPC-School-Server-0.5.2-dev01-i386.img of=/dev/sd*1<br />
or<br />
dd if=OLPC-School-Server-0.5.2-dev01-i386.img of=/dev/mmcblk*p1<br />
</pre><br />
**This will take some time depending on the system performance.<br />
*Use resize2fs to re-size the partition <br />
<pre><br />
resize2fs -p /dev/sd*1<br />
or<br />
resize2fs -p /dev/mmcblk*p1<br />
</pre><br />
<br />
=====Getting a Developer Key=====<br />
*First the XO must have a [http://wiki.laptop.org/go/Activation_and_Developer_Keys developer's key!!!]<br />
*The easiest way to go about obtaining this is to boot into the XO's Sugar OS. Open the browse application. Near the bottom right of the home page, there will be a link for "Get a Developer Key".<br />
**Click this link and on the next page click the "Submit Query." Go through this process again after 24 hours and the key should be available.<br />
**Upon return follow the directions displayed to download the key.<br />
*Reboot the XO and tap the "Esc" key to interrupt the booting procedure. At the ok prompt type: <pre>ok disable-security</pre><br />
**The machine will probably reboot. If so, tap the "Esc" key and type the above command again. It may reboot one final time.<br />
**Upon this reboot tap the "Esc" key again and type the above command a final time. It should print out:<br />
<pre><br />
ok disable-security<br />
No wp tag<br />
</pre><br />
<br />
=====Booting the XO from the SD=====<br />
More than likely, this will not work right away, most implementations require some tweaking prior to properly booting.<br />
*With the SD card inserted in the XO, turn the machine on and press the "Esc" key to interrupt start-up.<br />
*At the prompt type:<br />
<pre><br />
ok boot sd:\boot\olpc.fth<br />
</pre><br />
*It should attempt the boot sequence, but more than likely will fail with a Kernel Panic!!!....error<br />
*This is almost expected, but it's actually an important step. If you look further up on the screen, you should see an error in regards to mounting the file system. <br />
*Around this area, you should also see a list of strange numbers (i.e. b102:) followed by devices (i.e. ramdisk...)<br />
*Find the row for your SD card, it should be labeled something like:<br />
<pre><br />
b301: mmcblk0p1<br />
</pre><br />
*Remember the b301 number.<br />
*Connect the SD card back to the Linux PC.<br />
*Open the file /boot/olpc.fth<br />
**Here's a quick resource on what this is [http://wiki.laptop.org/go/SD_Boot_olpc.fth SD Booting].<br />
*You'll see a line like this:<br />
<pre><br />
" ro root=mmcblk0p1 rootdelay=1 console=ttyS0,115200 console=tty0 <br />
rootfstype=ext2 fbcon=font:SUN12x22" to boot-file<br />
</pre><br />
*Change the "root=******" to be the variable recorded earlier.<br />
*Save the changes and put the SD card back in the XO. Reboot the machine and at the prompt again type:<br />
<pre><br />
ok boot sd:\boot\olpc.fth<br />
</pre><br />
<br />
=====Post XS School Server Installation Configuration:=====<br />
The following are commands that were run after installing XS on a Virtual Machine. Idealy, the newly configured SD card can now act as the operating system for the Virtual Machine allowing further versatility. <br />
<br />
<pre><br />
yum groupinstall "GNOME Desktop Environment"<br />
<br />
edit /etc/inittab and change runlevel from 3 to 5 to startup in Gnome<br />
<br />
yum install mysql-server php php-mysql php-mbstring php-gd php-xmlrpc php-imap cvs<br />
<br />
service mysqld start<br />
mysqladmin -u root password 'mySecurePassword'<br />
mysql -u root -p<br />
mysql> CREATE DATABASE moodle CHARSET 'utf8';<br />
mysql> exit;<br />
chkconfig mysqld on<br />
--starts sql server; adds root admin user; logs into server and creates DB; <br />
--turns the service on on boot.<br />
<br />
cd /var/www<br />
cvs -z3 -d:pserver:anonymous@eu.cvs.moodle.org:/cvsroot/moodle co -r MOODLE_19_STABLE moodle<br />
--download and install/update with the latest version of moodle<br />
<br />
mkdir moodledata<br />
chown -R apache:apache moodle<br />
chown -R apache:apache moodledata<br />
--make directory in /var/www/ and change permissions.<br />
<br />
edit the file /etc/httpd/conf/httpd.conf<br />
change DocumentRoot "/var/www/html" to DocumentRoot "/var/www/moodle"<br />
change <Directory "/var/www/html"> to <Directory "/var/www/moodle"><br />
then you must restart the apache server by issuing the command:<br />
service httpd restart<br />
<br />
</pre><br />
<br />
==Documentation & Resources==</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting/Math&diff=35182Teacher Reporting/Math2009-08-12T21:02:49Z<p>Wwdillingham: Created page with '=== Math 4 === Students engage in problem solving, communicating, reasoning, connecting, and representing as they: ==== Number sense and Operations ==== {| border=1 cellpadding…'</p>
<hr />
<div>=== Math 4 ===<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
==== Number sense and Operations ====<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| [[Teacher_Reporting/4.N.1|4.N.1]]<br />
| Exhibit an understanding of the base ten number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000; demonstrating an understanding of the values of the digits; and comparing and ordering the numbers.<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber]<br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| [[Teacher_Reporting/4.N.2|4.N.2]]<br />
| Represent, order, and compare large numbers (to at least 100,000) using various forms, including expanded notation, e.g., 853 = 8 x 100 + 5 x 10 + 3.<br />
| [[Team:UTOS-XO|UTOS-XO]], [http://sadamclemson.blogspot.com/ Adam Schreiber] <br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| 4.N.3<br />
| Demonstrate an understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on the number line.<br />
| None<br />
| None<br />
|-<br />
| 4.N.4<br />
| Select, use, and explain models to relate common fractions and mixed numbers (1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, 1/12, and 11/2), find equivalent fractions, mixed numbers, and decimals, and order fractions.<br />
| None<br />
| None<br />
|-<br />
| 4.N.5<br />
| Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.6|4.N.6]]<br />
| Exhibit an understanding of the base ten number system by reading, naming, and writing decimals between 0 and 1 up to the hundredths.<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber]<br />
| [http://git.sugarlabs.org/projects/deci Deci ] <br />
|-<br />
| 4.N.7<br />
| Recognize classes (in particular, odds, evens; factors or multiples of a given number; and squares) to which a number may belong, and identify the numbers in those classes. Use these in the solution of problems.<br />
| [http://en.opensuse.org/User:Dglenn Doug Glenn]<br />
| None<br />
|-<br />
| 4.N.8<br />
| Select, use, and explain various meanings and models of multiplication and division of whole numbers. Understand and use the inverse relationship between the two operations.<br />
| None<br />
| None<br />
|-<br />
| 4.N.9<br />
| Select, use, and explain the commutative, associative, and identity properties of operations on whole numbers in problem situations, e.g., 37 x 46 = 46 x 37, (5 x 7) x 2 = 5 x (7 x 2).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.10|4.N.10]]<br />
| Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.<br />
| [http://gcompris.net/ Gcompris]<br />
| [http://activities.sugarlabs.org/en-US/sugar/addon/4165 GCompris Money 11] [http://activities.sugarlabs.org/en-US/sugar/addon/4166 GCompris Money Cents 11]<br />
|-<br />
| [[Teacher_Reporting/4.N.11|4.N.11]]<br />
| Know multiplication facts through 12 x 12 and related division facts. Use these facts to solve related multiplication problems and compute related problems, e.g., 3 x 5 is related to 30 x 50, 300 x 5, and 30 x 500.<br />
|[http://gcompris.net/ Gcompris]<br />
|[http://activities.sugarlabs.org/en-US/sugar/addon/4093 GCompris Algebra Guesscount 11]<br />
|-<br />
| 4.N.12<br />
| Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently.<br />
| [[Team:UTOS-XO|UTOS-XO]]<br />
| None<br />
|-<br />
| 4.N.13<br />
| Divide up to a three-digit whole number with a single-digit divisor (with or without remainders) accurately and efficiently. Interpret any remainders.<br />
| [[Team:UTOS-XO|UTOS-XO]]<br />
| None<br />
|-<br />
| 4.N.14<br />
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithms for addition and subtraction (up to five-digit numbers), and multiplication (up to three digits by two digits).<br />
| None<br />
| None<br />
|-<br />
| 4.N.15<br />
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithm for division of up to a three-digit whole number with a single-digit divisor (with or without remainders).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.16|4.N.16]]<br />
| Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000.<br />
| [http://wiki.sugarlabs.org/go/User:Ossfm User:ossfm]<br />
| Hop-A-Round<br />
|-<br />
| 4.N.17<br />
| Select and use a variety of strategies (e.g., front-end, rounding, and regrouping) to estimate quantities, measures, and the results of whole-number computations up to three-digit whole numbers and amounts of money to $1000, and to judge the reasonableness of the answer.<br />
| None<br />
| None<br />
|-<br />
| 4.N.18<br />
| Use concrete objects and visual models to add and subtract common fractions.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Patterns, Relations, and Algebra ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.P.1<br />
| Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, ….<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber], [[User:Dfu]]<br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| 4.P.2<br />
| Use symbol and letter variables (e.g. v, x) to represent unknowns or quantities that vary in expressions and in equations or inequalities (mathematical sentences that use =, <, >).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.P.3|4.P.3]]<br />
| Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3.<br />
| [[User:Gdk]] (developer),[[User:Rholden]]<br />
| https://fedorahosted.org/dungeonsofmongo/<br />
|-<br />
| 4.P.4<br />
| Use pictures, models, tables, charts, graphs, words, number sentences, and mathematical notations to interpret mathematical relationships.<br />
| None<br />
| None<br />
|-<br />
| 4.P.5<br />
| Solve problems involving proportional relationships, including unit pricing (e.g., four apples cost 80¢, so one apple costs 20¢) and map interpretation (e.g., one inch represents five miles, so two inches represent ten miles).<br />
| None<br />
| None<br />
|-<br />
| 4.P.6<br />
| Determine how change in one variable relates to a change in a second variable, e.g., input-output tables.<br />
| [[User:Rholden]]<br />
| None<br />
|}<br />
<br />
==== Geometry ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.G.1<br />
| Compare and analyze attributes and other features (e.g., number of sides, faces, corners, right angles, diagonals, and symmetry) of two- and three-dimensional geometric shapes.<br />
| None<br />
| None<br />
|-<br />
| 4.G.2<br />
| Describe, model, draw, compare, and classify two- and three-dimensional shapes, e.g., circles, polygons- especially triangles and quadrilaterals—cubes, spheres, and pyramids.<br />
| None<br />
| None<br />
|-<br />
| 4.G.3<br />
| Recognize similar figures.<br />
| None<br />
| None<br />
|-<br />
| 4.G.4<br />
| Identify angles as acute, right, or obtuse.<br />
| None<br />
| None<br />
|-<br />
| 4.G.5<br />
| Describe and draw intersecting, parallel, and perpendicular lines.<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.G.6|4.G.6]]<br />
| Using ordered pairs of numbers and/or letters, graph, locate, identify points, and describe paths (first quadrant).<br />
| [http://danielsmw.fedorapeople.org/ Matthew Daniels], [http://www.cs.clemson.edu/~rseay Rob Seay]<br />
| [https://fedorahosted.org/nevhma/ Nevhma] (Under construction)<br />
|-<br />
| 4.G.7<br />
| Describe and apply techniques such as reflections (flips), rotations (turns), and translations (slides) for determining if two shapes are congruent.<br />
| None<br />
| None<br />
|-<br />
| 4.G.8<br />
| Identify and describe line symmetry in two-dimensional shapes.<br />
| None<br />
| None<br />
|-<br />
| 4.G.9<br />
| Predict and validate the results of partitioning, folding, and combining two- and three-dimensional shapes.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Measurement ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.M.1<br />
| Demonstrate an understanding of such attributes as length, area, weight, and volume, and select the appropriate type of unit for measuring each attribute.<br />
| None<br />
| None<br />
|-<br />
| 4.M.2<br />
| Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.<br />
| None<br />
| None<br />
|-<br />
| 4.M.3<br />
| Identify time to the minute on analog and digital clocks using a.m. and p.m. Compute elapsed time using a clock (e.g., hours and minutes since…) and using a calendar (e.g., days since…).<br />
| None<br />
| None<br />
|-<br />
| 4.M.4<br />
| Estimate and find area and perimeter of a rectangle, triangle, or irregular shape using diagrams, models, and grids or by measuring.<br />
| None<br />
| None<br />
|-<br />
| 4.M.5<br />
| Identify and use appropriate metric and English units and tools (e.g., ruler, angle ruler, graduated cylinder, thermometer) to estimate, measure, and solve problems involving length, area, volume, weight, time, angle size, and temperature.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Data Analysis, Statistics, and Probability ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.D.1<br />
| Collect and organize data using observations, measurements, surveys, or experiments, and identify appropriate ways to display the data.<br />
| None<br />
| None<br />
|-<br />
| 4.D.2<br />
| Match a representation of a data set such as lists, tables, or graphs (including circle graphs) with the actual set of data.<br />
| None<br />
| None<br />
|-<br />
| 4.D.3<br />
| Construct, draw conclusions, and make predictions from various representations of data sets, including tables, bar graphs, pictographs, line graphs, line plots, and tallies.<br />
| None<br />
| None<br />
|-<br />
| 4.D.4<br />
| Represent the possible outcomes for a simple probability situation, e.g., the probability of drawing a red marble from a bag containing three red marbles and four green marbles.<br />
| None<br />
| None<br />
|-<br />
| 4.D.5<br />
| List and count the number of possible combinations of objects from three sets, e.g., how many different outfits can one make from a set of three shirts, a set of two skirts, and a set of two hats?<br />
| None<br />
| None<br />
|-<br />
| 4.D.6<br />
| Classify outcomes as certain, likely, unlikely, or impossible by designing and conducting experiments using concrete objects such as counters, number cubes, spinners, or coins.<br />
| None<br />
| None<br />
|}</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting/4.N.6&diff=35181Teacher Reporting/4.N.62009-08-12T20:56:05Z<p>Wwdillingham: moved Teacher Reporting/4.N.6 to Teacher Reporting/Math/4.N.6:&#32;restructure</p>
<hr />
<div>#REDIRECT [[Teacher Reporting/Math/4.N.6]]</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting/Math/4.N.6&diff=35180Teacher Reporting/Math/4.N.62009-08-12T20:56:05Z<p>Wwdillingham: moved Teacher Reporting/4.N.6 to Teacher Reporting/Math/4.N.6:&#32;restructure</p>
<hr />
<div>===Description===<br />
Exhibit an understanding of the base ten number system by reading, naming, and writing decimals between 0 and 1 up to the hundredths.<br />
<br />
===Who is working on this objective?===<br />
[http://sadamclemson.blogspot.com/ Adam Schreiber]<br />
<br />
===What sugar activity satisfies this objective?===<br />
[http://git.sugarlabs.org/projects/deci Deci ] <br />
<br />
===Information passed from the activity?===<br />
<br />
===What information does the reporter need to determine?===<br />
<br />
===Ouput to the teacher===<br />
<br />
===How do we know the student understands?===</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Sugar_Summer_Program/Massachusetts_Field_Trip&diff=34989Sugar Summer Program/Massachusetts Field Trip2009-08-08T19:12:32Z<p>Wwdillingham: /* questions from those who can't attend */</p>
<hr />
<div><noinclude>{{GoogleTrans-en}}{{TeamHeader|Sugar Summer Program|xbgColor=ffe792|roadmap_link=Sugar Summer Program/Ideas|roadmap_label=Ideas}}{{TOCright}}</noinclude><br />
<br />
We have scheduled a field trip to Massachusetts to visit some technology sites and learn and work with people there.<br />
<br />
This page is a collaborative planning site for this trip.<br />
<br />
==Rough Schedule (getting polished)==<br />
I'm thinking that our rough schedule might start to look like this (adjustments or additional suggestions welcome):<br />
<br />
===Monday 10 August===<br />
* Drive to Boston (Fred, Wesley, & Karlie from Rochester; David arriving separately)<br />
* ~5 pm - Check in to Hostel, http://bostonhostel.org/about.shtml<br />
* ~6:30 pm - Dinner out with Mel Chua at [http://www.johnharvards.com/locations.shtml#ma John Harvard's Brew House], learn the Metro, etc.<br />
** Pre-dinner - Introductions and Reintroductions<br />
** Dinner and post-Dinner topic - "What we've learned as OLPC/Sugar Labs students about working in the FLOSS environment as RIT students, co-ops, and associates" (a small group self-evaluation session, with Mel Chua as sole guest beyond the 6 in our group)&mdash;''A serious topic for dinner, so we will punctuate the discussion with food and drink to ease our inhibitions and anxiety.''<br />
**# Why we enrolled<br />
**# Questions we haven't asked<br />
**# Difficulties we've encountered<br />
**# Personal learnings, such as dealing with our own and other's lack of knowledge or skill.<br />
**# How we would change the experience based on all the above<br />
This should give us a good sense of our expectations, limitations, and potentials for the time ahead of us.<br />
===Tuesday 11 August===<br />
* 10 am - Visit MIT Museum, http://web.mit.edu/museum/<br />
* 1 pm - lunch on or near campus<br />
* 2 pm - Review field trip plans and schedule<br />
* 2:30 pm - Conference room session, or classroom or administrator session with Caroline.<br />
* 5 pm - Quit for dinner & evening plans (TBD)<br />
===Wednesday 12 August===<br />
* 9:30 am - Museum of Science, Cahners Computerplace exhibit, http://www.mos.org/exhibits_shows/current_exhibits&d=232<br />
** see Keith Simmons, RIT alumnus, and [http://flagship.computerclubhouse.org/ Flagship Computer Clubhouse].<br />
* 12:30 am - Lunch at museum or nearby<br />
* 2 pm - Conference room sessions, "Our projects - let's help each other. Problems we've had and need help with" (guests welcome)<br />
** [[Teacher Reporting]] - Wesley Dillingham & Fred Grose<br />
** [[Math4Team/Projects/MathQuest|Math Quest]] - Eric Mallon & Tyler Bragdon<br />
** [[Teotwawki Net]] demonstration - William Schaub (remote) & Fred Grose (pending verification of remote services. We may need to postpone this demo to Thursday or Friday.)<br />
** [[Math4Team]] Project - Karlie Robinson<br />
** Community Interactions - David Farning<br />
* 5 pm - Quit for dinner & evening plans (TBD)<br />
===Thursday 13 August===<br />
* 10 am - Workshop with Caroline or her available team, "Tasks we can assist with over 3 days (13 - 15 Aug) to advance her projects" (Bring your laptops and be ready to take on unfinished tasks.)<br />
* 1 pm - Lilla G. Frederick Middle School (if appropriate) or continue with workshop tasks.<br />
* 5 pm - Quit for dinner & evening plans (TBD)<br />
* Evening: [http://www.neaq.org/index.php New England Aquarium] (time permitting)<br />
<br />
===Friday 14 August===<br />
* 10 am - Red Hat visit in [http://maps.google.com/maps?daddr=42.4043461,-71.159089+to:314+Littleton+Rd,+MA+01886+(Red+Hat+Inc)&geocode=%3BFfoJhwIdzzLC-ykbTRBPsnfjiTGhasWHz4cREw%3BFXxWiQIdoNC9-yFfxnYEp11Rtw&dirflg=&saddr=12+Hemenway+Street,+Boston,+MA.+02115.&f=d&dq=Red+Hat,+loc:+Westford,+MA&sll=42.567759,-71.42827&sspn=0.030613,0.043435&cid=13209442153970189919&ie=UTF8&ll=42.49539,-71.265564&spn=0.660196,1.117859&z=10&via=1 Westford, MA] with Luke Macken and Mel Chua<br />
** Peek at working life at Red Hat in Westford<br />
** Technical discussion - ''Author's tour of Live USB Creator''<br />
** Lunch on campus or nearby<br />
* afternoon<br />
** workshop tasks,<br />
** additional conference room topics,<br />
** casual visits with OLPC/Media Lab/OLE/Others, or<br />
** return to [http://flagship.computerclubhouse.org/ Flagship Computer Clubhouse] with kids (open 2 to 8 pm on Fridays, 10 am to 4 pm on Saturdays)<br />
* evening plans - open<br />
===Saturday 15 August===<br />
* 10 am<br />
** Another local destination,<br />
** Additional conference room topics, <br />
** Workshop tasks, or<br />
** return to [http://flagship.computerclubhouse.org/ Flagship Computer Clubhouse] with kids (open 2 to 8 pm on Fridays, 10 am to 4 pm on Saturdays)<br />
* afternoon - Review & document workshop accomplishments for hand-off or continued work<br />
* evening plans open<br />
<br />
===Sunday 16 August===<br />
* Return home (or stay for additional events that may be suggested)<br />
===Monday 17 August===<br />
* Wesley, Fred, David, Karlie back in Rochester (Adam Holt welcome to join, if available)<br />
* Rest and visit Genesee River falls and pier, Abbotts, etc.<br />
===Tuesday 18 August===<br />
* RIT visits with Professor Jacobs (Adam Holt welcome to join, if available)<br />
<br />
== Possible Adjunct meetings ==<br />
* While in Boston, perhaps we (David and I) could have a short visit with Ed McNierney and Stefan Unterhauser to discuss infrastructure plans or system administration projects for OLPC/Sugar Labs, for example, http://vig.laptop.org/wiki/index.php/Recipe:migratewiki and http://lists.laptop.org/pipermail/olpc-sysadmin/2009-July/000324.html.<br />
<br />
<br />
<br />
Hoping others can offer some suggestions and support.<br />
<br />
==Participants==<br />
* Frederick Grose, Rochester, 10 - 18 August, room for 3 others at my house in Rochester, room for 3 others in my car.<br />
* David Farning, Wisconsin, , room with Fred in Rochester<br />
* Wesley Dillingham, Rochester, ride with Fred, if needed has a car available to bring as well.<br />
* Tyler Bragdon, Boston, <br />
* Karlie Robinson, Rochester, One room to share at her house near RIT (must not mind kids and dogs), car we can use for travel to Boston<br />
* Eric Mallon, Statham, NH,<br />
<br />
==Background==<br />
<br />
We were planning to take a field trip to Boston, MA this summer with our Sugar Summer Co-ops, to visit some of the technology destinations and preferably overlap with some Sugar Labs or OLPC project or event. Perhaps we could arrange to provide ourselves as work resources for several days to one of Caroline's projects or something else yet to come to mind. We called this idea a 'work & tour' party or crew.<br />
<br />
* The remote co-ops have not had the opportunity for an "around the summer campfire" experience, and this would be a goal for the trip for all the rest of us too. Dave Farning will join us to extend his Sugar Labs and OLPC event experience (and I think he will have some good stories and thinking to share).<br />
<br />
There may be some awkward issues though:<br />
<br />
* Project teams may be uncertain of the benefits of "hosting" a short-term 'work & tour' party or crew in a project that is still forming a stable base. It may not be a good idea and turn out to be a distraction because it's hard to define expectations. Not knowing what practical service or resource we could provide in a few days of service, makes it hard to generate interest. We would look at it like campground trail maintenance or kitchen patrol--an indirect learning and load-sharing opportunity.<br />
==questions from those who can't attend==<br />
*Will you be encouraging people to record/photo/video what they see?<br />
**Wes will bring his digital camera and help with documentation.<br />
*Will there be field survey tools used i.e. a prepared questionnaire for those running labs etc.?<br />
*Does everyone have business cards?<br />
*Is the success of the trip measured by fun or productivity? If productivity, how will that be measured?<br />
*How many instances will you be able to observe young/naive users of Sugar /OLPC?<br />
*Will anyone be blogging/vlogging the trip? If so, will they post their links here?</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting&diff=34960Teacher Reporting2009-08-07T20:10:25Z<p>Wwdillingham: /* Documentation & Resources */</p>
<hr />
<div>{{TOCright}}<br />
==Description==<br />
<br />
A custom [http://moodle.org/ Moodle] [http://docs.moodle.org/en/Quiz_module quiz module] which, in addition to the standard Moodle quiz features, analyzes the questions posed to the student for various qualities, such as compliance with [[User:Gdk/4th_Grade_Maths | Curriculum Standards]].<br />
<br />
The modified Moodle modules will run on a customized XS School Server operating system. Our goal is to allow results and / or grades, from student activities to be readily available to teachers. Based on their wants and needs, the teachers can then generate custom reports on a class or student and have the ability to determine what types of problems students are finding most difficult. In the end we imagine the XS environment running on an XO itself, allowing the teachers the same portability as the students.<br />
==Collaboration==<br />
<br />
To help in code contribution of this project, please visit us at our [http://git.sugarlabs.org/projects/teacher-reporting Gitorious project page.]<br />
<br />
==Project Members==<br />
* '''Project Manager:''' [[User:Wwdillingham | Wesley Dillingham]] <br />
* '''Additional Group Members:''' [[User:jrgreen118 | Jeremiah Green]], [[User:FGrose | Fred Grose]]<br />
<br><br />
<br />
==Goals==<br />
*Expand upon the PHP of the Moodle Quiz Module to parse questions involving mathematical operations for characteristics contained in the [http://www.doe.mass.edu/frameworks/current.html Massachusetts Curriculum Framework for Mathematics.] <br />
*Run Moodle with the modified quiz module on an XO running [[olpc:School_server | XS]], The '''X'''O school '''S'''erver.<br />
*Have Moodle's latest stable release functioning on an XO running XS using the techniques outlined [[olpc:XS-on-XO | here]].<br />
*Have PHP calls successfully querying mock student results from Moodle's PostgreSQL database running on XS.<br />
<br />
==Data Flow Diagram==<br />
[[image:Teacher_Reporting_Diagram.jpg|800px|]]<br />
<br><br />
<br />
==Curriculum Requirements and Relevant Activities==<br />
<br />
=== Math 4 ===<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
==== Number sense and Operations ====<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| [[Teacher_Reporting/4.N.1|4.N.1]]<br />
| Exhibit an understanding of the base ten number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000; demonstrating an understanding of the values of the digits; and comparing and ordering the numbers.<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber]<br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| [[Teacher_Reporting/4.N.2|4.N.2]]<br />
| Represent, order, and compare large numbers (to at least 100,000) using various forms, including expanded notation, e.g., 853 = 8 x 100 + 5 x 10 + 3.<br />
| [[Team:UTOS-XO|UTOS-XO]], [http://sadamclemson.blogspot.com/ Adam Schreiber] <br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| 4.N.3<br />
| Demonstrate an understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on the number line.<br />
| None<br />
| None<br />
|-<br />
| 4.N.4<br />
| Select, use, and explain models to relate common fractions and mixed numbers (1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, 1/12, and 11/2), find equivalent fractions, mixed numbers, and decimals, and order fractions.<br />
| None<br />
| None<br />
|-<br />
| 4.N.5<br />
| Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.6|4.N.6]]<br />
| Exhibit an understanding of the base ten number system by reading, naming, and writing decimals between 0 and 1 up to the hundredths.<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber]<br />
| [http://git.sugarlabs.org/projects/deci Deci ] <br />
|-<br />
| 4.N.7<br />
| Recognize classes (in particular, odds, evens; factors or multiples of a given number; and squares) to which a number may belong, and identify the numbers in those classes. Use these in the solution of problems.<br />
| [http://en.opensuse.org/User:Dglenn Doug Glenn]<br />
| None<br />
|-<br />
| 4.N.8<br />
| Select, use, and explain various meanings and models of multiplication and division of whole numbers. Understand and use the inverse relationship between the two operations.<br />
| None<br />
| None<br />
|-<br />
| 4.N.9<br />
| Select, use, and explain the commutative, associative, and identity properties of operations on whole numbers in problem situations, e.g., 37 x 46 = 46 x 37, (5 x 7) x 2 = 5 x (7 x 2).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.10|4.N.10]]<br />
| Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.<br />
| [http://gcompris.net/ Gcompris]<br />
| [http://activities.sugarlabs.org/en-US/sugar/addon/4165 GCompris Money 11] [http://activities.sugarlabs.org/en-US/sugar/addon/4166 GCompris Money Cents 11]<br />
|-<br />
| [[Teacher_Reporting/4.N.11|4.N.11]]<br />
| Know multiplication facts through 12 x 12 and related division facts. Use these facts to solve related multiplication problems and compute related problems, e.g., 3 x 5 is related to 30 x 50, 300 x 5, and 30 x 500.<br />
|[http://gcompris.net/ Gcompris]<br />
|[http://activities.sugarlabs.org/en-US/sugar/addon/4093 GCompris Algebra Guesscount 11]<br />
|-<br />
| 4.N.12<br />
| Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently.<br />
| [[Team:UTOS-XO|UTOS-XO]]<br />
| None<br />
|-<br />
| 4.N.13<br />
| Divide up to a three-digit whole number with a single-digit divisor (with or without remainders) accurately and efficiently. Interpret any remainders.<br />
| [[Team:UTOS-XO|UTOS-XO]]<br />
| None<br />
|-<br />
| 4.N.14<br />
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithms for addition and subtraction (up to five-digit numbers), and multiplication (up to three digits by two digits).<br />
| None<br />
| None<br />
|-<br />
| 4.N.15<br />
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithm for division of up to a three-digit whole number with a single-digit divisor (with or without remainders).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.16|4.N.16]]<br />
| Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000.<br />
| [http://wiki.sugarlabs.org/go/User:Ossfm User:ossfm]<br />
| Hop-A-Round<br />
|-<br />
| 4.N.17<br />
| Select and use a variety of strategies (e.g., front-end, rounding, and regrouping) to estimate quantities, measures, and the results of whole-number computations up to three-digit whole numbers and amounts of money to $1000, and to judge the reasonableness of the answer.<br />
| None<br />
| None<br />
|-<br />
| 4.N.18<br />
| Use concrete objects and visual models to add and subtract common fractions.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Patterns, Relations, and Algebra ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.P.1<br />
| Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, ….<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber], [[User:Dfu]]<br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| 4.P.2<br />
| Use symbol and letter variables (e.g. v, x) to represent unknowns or quantities that vary in expressions and in equations or inequalities (mathematical sentences that use =, <, >).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.P.3|4.P.3]]<br />
| Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3.<br />
| [[User:Gdk]] (developer),[[User:Rholden]]<br />
| https://fedorahosted.org/dungeonsofmongo/<br />
|-<br />
| 4.P.4<br />
| Use pictures, models, tables, charts, graphs, words, number sentences, and mathematical notations to interpret mathematical relationships.<br />
| None<br />
| None<br />
|-<br />
| 4.P.5<br />
| Solve problems involving proportional relationships, including unit pricing (e.g., four apples cost 80¢, so one apple costs 20¢) and map interpretation (e.g., one inch represents five miles, so two inches represent ten miles).<br />
| None<br />
| None<br />
|-<br />
| 4.P.6<br />
| Determine how change in one variable relates to a change in a second variable, e.g., input-output tables.<br />
| [[User:Rholden]]<br />
| None<br />
|}<br />
<br />
==== Geometry ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.G.1<br />
| Compare and analyze attributes and other features (e.g., number of sides, faces, corners, right angles, diagonals, and symmetry) of two- and three-dimensional geometric shapes.<br />
| None<br />
| None<br />
|-<br />
| 4.G.2<br />
| Describe, model, draw, compare, and classify two- and three-dimensional shapes, e.g., circles, polygons- especially triangles and quadrilaterals—cubes, spheres, and pyramids.<br />
| None<br />
| None<br />
|-<br />
| 4.G.3<br />
| Recognize similar figures.<br />
| None<br />
| None<br />
|-<br />
| 4.G.4<br />
| Identify angles as acute, right, or obtuse.<br />
| None<br />
| None<br />
|-<br />
| 4.G.5<br />
| Describe and draw intersecting, parallel, and perpendicular lines.<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.G.6|4.G.6]]<br />
| Using ordered pairs of numbers and/or letters, graph, locate, identify points, and describe paths (first quadrant).<br />
| [http://danielsmw.fedorapeople.org/ Matthew Daniels], [http://www.cs.clemson.edu/~rseay Rob Seay]<br />
| [https://fedorahosted.org/nevhma/ Nevhma] (Under construction)<br />
|-<br />
| 4.G.7<br />
| Describe and apply techniques such as reflections (flips), rotations (turns), and translations (slides) for determining if two shapes are congruent.<br />
| None<br />
| None<br />
|-<br />
| 4.G.8<br />
| Identify and describe line symmetry in two-dimensional shapes.<br />
| None<br />
| None<br />
|-<br />
| 4.G.9<br />
| Predict and validate the results of partitioning, folding, and combining two- and three-dimensional shapes.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Measurement ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.M.1<br />
| Demonstrate an understanding of such attributes as length, area, weight, and volume, and select the appropriate type of unit for measuring each attribute.<br />
| None<br />
| None<br />
|-<br />
| 4.M.2<br />
| Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.<br />
| None<br />
| None<br />
|-<br />
| 4.M.3<br />
| Identify time to the minute on analog and digital clocks using a.m. and p.m. Compute elapsed time using a clock (e.g., hours and minutes since…) and using a calendar (e.g., days since…).<br />
| None<br />
| None<br />
|-<br />
| 4.M.4<br />
| Estimate and find area and perimeter of a rectangle, triangle, or irregular shape using diagrams, models, and grids or by measuring.<br />
| None<br />
| None<br />
|-<br />
| 4.M.5<br />
| Identify and use appropriate metric and English units and tools (e.g., ruler, angle ruler, graduated cylinder, thermometer) to estimate, measure, and solve problems involving length, area, volume, weight, time, angle size, and temperature.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Data Analysis, Statistics, and Probability ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.D.1<br />
| Collect and organize data using observations, measurements, surveys, or experiments, and identify appropriate ways to display the data.<br />
| None<br />
| None<br />
|-<br />
| 4.D.2<br />
| Match a representation of a data set such as lists, tables, or graphs (including circle graphs) with the actual set of data.<br />
| None<br />
| None<br />
|-<br />
| 4.D.3<br />
| Construct, draw conclusions, and make predictions from various representations of data sets, including tables, bar graphs, pictographs, line graphs, line plots, and tallies.<br />
| None<br />
| None<br />
|-<br />
| 4.D.4<br />
| Represent the possible outcomes for a simple probability situation, e.g., the probability of drawing a red marble from a bag containing three red marbles and four green marbles.<br />
| None<br />
| None<br />
|-<br />
| 4.D.5<br />
| List and count the number of possible combinations of objects from three sets, e.g., how many different outfits can one make from a set of three shirts, a set of two skirts, and a set of two hats?<br />
| None<br />
| None<br />
|-<br />
| 4.D.6<br />
| Classify outcomes as certain, likely, unlikely, or impossible by designing and conducting experiments using concrete objects such as counters, number cubes, spinners, or coins.<br />
| None<br />
| None<br />
|}<br />
<br />
=="How to Play/Use" for end user==<br />
<br />
Our project is not intended for a direct use by students. Components (not yet developed) under the scope of our project exist on students computer's in so far as facilitating the data movement from the XO to the XS. Therefore, there are no directions for students on how to use our application, it will be entirely transparent to them. When a student begins an activity which is compatible with our application, it will automatically report information to the API. Our application will then read this information from the API and produce reports to the teacher. We envision this interface to be web based, allowing the teacher to select particular games, and as a subcategory, the particular curriculum requirements in which that game uses.<br />
<br />
<br />
<br />
In order to run this script (parser.awk) issue the command, <pre>awk -f parser.awk students.dat</pre><br />
<br />
== Teachers guide ==<br />
<br />
Student.dat file fields:<pre><br />
MAC-ADDRESS STUDENT_NAME OPERATION CORRECT<br />
</pre><br />
<br />
Example:<pre><br />
0C7B6G0023BC Wesley 9/3+7 1<br />
0C7B6G04DBBA Jeremiah 4+10/7 0<br />
0C7B6GBA5D7D Billy 88-28*2 0<br />
0C7B6G07E9HB Bob 4*5 1<br />
</pre><br />
<br />
Ouput Example: <pre>Student Only + Contains + Only - Contains - Only * Contains * Only / Contains / Understands OoO?<br />
wes 25 28 12 100 80 83 71 53 no <br />
bob 80 77 0 66 100 100 33 60 yes <br />
jeremiah 0 0 16 33 40 50 14 33 no <br />
billy 66 70 33 53 50 37 100 80 yes <br />
</pre><br />
''note: This output is not reflective of the student.dat example data above''<br />
<br />
<br />
==XS SchoolServer on the XO==<br />
<br />
A major barrier to achieving our goals is the idea that the School Server needs the ability to be versatile and portable. While some may have resources to dedicate substantial hardware to such a server, others may find themselves with nothing more than the XO laptops. From this stems the idea of running this server on one of the XO laptops via either a USB flash drive, SD card, or the internal NAND hard drive.<br />
<br />
<br />
When fully installed on an SD card, the base operating system takes up about 1.6GB. There is a small amount of documentation available which is excellent and extremely helpful, but it can be difficult to use at times. Below is a quick break down of what we did and how to replicate it.<br />
<br />
====How To:====<br />
<br />
The most helpful website to read before beginning can be found here: [http://wiki.laptop.org/go/XS-on-XO Laptop.org's XS-on-XO.]<br />
<br />
=====Necessary hardware to replicate our setup includes:===== <br />
*XO Laptop<br />
*Linux Computer with SD Card Reader <br />
**Can be physical machine or virtual. Also, some things can be done in Windows.<br />
*SD card which is at least 4GB (We used an 8GB A-DATA SDHC)<br />
<br />
=====Un-compress the image:=====<br />
*Download the image file: [http://xs-dev.laptop.org/xs/other/OLPC-School-Server-0.5.2-dev01-i386.img.gz OLPC-School-Server-0.5.2-dev01-i386.img.gz]<br />
*Un-compress the file<br />
**In Windows, [http://www.rarlab.com/download.htm WinRAR] worked well.<br />
**In Linux, this command works just as well<pre>gzip -d OLPC-School-Server-0.5.2-dev01-i386.img.gz</pre><br />
<br />
=====Setting Up the Environment=====<br />
With the SD card connected to the Linux PC:<br />
*Using a tool of your choice format the SD card to ext2 or ext3 (Linux 83).<br />
**Gparted was excellent for formating the SD card to ext3, but fdisk would also work.<br />
*Mark the partition with the boot flag<br />
**This can be done using gparted, but in several instances errors were experienced. In lieu fdisk works great.<br />
**To enter fdisk, use <br />
<pre><br />
fdisk /dev/sd*1<br />
or<br />
fdisk /dev/mmcblk*p1<br />
</pre><br />
*where * is the letter associated with the SD device and the 1 is the partition. Once in fdisk, use the help to determine the specific command to mark the boot flag. In most instances it will be "a".<br />
*Next ensure the .img file, uncompressed previously, is accessible by the Linux machines.<br />
*Use the command, <br />
<pre><br />
dd if=OLPC-School-Server-0.5.2-dev01-i386.img of=/dev/sd*1<br />
or<br />
dd if=OLPC-School-Server-0.5.2-dev01-i386.img of=/dev/mmcblk*p1<br />
</pre><br />
**This will take some time depending on the system performance.<br />
*Use resize2fs to re-size the partition <br />
<pre><br />
resize2fs -p /dev/sd*1<br />
or<br />
resize2fs -p /dev/mmcblk*p1<br />
</pre><br />
<br />
=====Getting a Developer Key=====<br />
*First the XO must have a [http://wiki.laptop.org/go/Activation_and_Developer_Keys developer's key!!!]<br />
*The easiest way to go about obtaining this is to boot into the XO's Sugar OS. Open the browse application. Near the bottom right of the home page, there will be a link for "Get a Developer Key".<br />
**Click this link and on the next page click the "Submit Query." Go through this process again after 24 hours and the key should be available.<br />
**Upon return follow the directions displayed to download the key.<br />
*Reboot the XO and tap the "Esc" key to interrupt the booting procedure. At the ok prompt type: <pre>ok disable-security</pre><br />
**The machine will probably reboot. If so, tap the "Esc" key and type the above command again. It may reboot one final time.<br />
**Upon this reboot tap the "Esc" key again and type the above command a final time. It should print out:<br />
<pre><br />
ok disable-security<br />
No wp tag<br />
</pre><br />
<br />
=====Booting the XO from the SD=====<br />
More than likely, this will not work right away, most implementations require some tweaking prior to properly booting.<br />
*With the SD card inserted in the XO, turn the machine on and press the "Esc" key to interrupt start-up.<br />
*At the prompt type:<br />
<pre><br />
ok boot sd:\boot\olpc.fth<br />
</pre><br />
*It should attempt the boot sequence, but more than likely will fail with a Kernel Panic!!!....error<br />
*This is almost expected, but it's actually an important step. If you look further up on the screen, you should see an error in regards to mounting the file system. <br />
*Around this area, you should also see a list of strange numbers (i.e. b102:) followed by devices (i.e. ramdisk...)<br />
*Find the row for your SD card, it should be labeled something like:<br />
<pre><br />
b301: mmcblk0p1<br />
</pre><br />
*Remember the b301 number.<br />
*Connect the SD card back to the Linux PC.<br />
*Open the file /boot/olpc.fth<br />
**Here's a quick resource on what this is [http://wiki.laptop.org/go/SD_Boot_olpc.fth SD Booting].<br />
*You'll see a line like this:<br />
<pre><br />
" ro root=mmcblk0p1 rootdelay=1 console=ttyS0,115200 console=tty0 <br />
rootfstype=ext2 fbcon=font:SUN12x22" to boot-file<br />
</pre><br />
*Change the "root=******" to be the variable recorded earlier.<br />
*Save the changes and put the SD card back in the XO. Reboot the machine and at the prompt again type:<br />
<pre><br />
ok boot sd:\boot\olpc.fth<br />
</pre><br />
<br />
=====Post XS School Server Installation Configuration:=====<br />
The following are commands that were run after installing XS on a Virtual Machine. Idealy, the newly configured SD card can now act as the operating system for the Virtual Machine allowing further versatility. <br />
<br />
<pre><br />
yum groupinstall "GNOME Desktop Environment"<br />
<br />
edit /etc/inittab and change runlevel from 3 to 5 to startup in Gnome<br />
<br />
yum install mysql-server php php-mysql php-mbstring php-gd php-xmlrpc php-imap cvs<br />
<br />
service mysqld start<br />
mysqladmin -u root password 'mySecurePassword'<br />
mysql -u root -p<br />
mysql> CREATE DATABASE moodle CHARSET 'utf8';<br />
mysql> exit;<br />
chkconfig mysqld on<br />
--starts sql server; adds root admin user; logs into server and creates DB; <br />
--turns the service on on boot.<br />
<br />
cd /var/www<br />
cvs -z3 -d:pserver:anonymous@eu.cvs.moodle.org:/cvsroot/moodle co -r MOODLE_19_STABLE moodle<br />
--download and install/update with the latest version of moodle<br />
<br />
mkdir moodledata<br />
chown -R apache:apache moodle<br />
chown -R apache:apache moodledata<br />
--make directory in /var/www/ and change permissions.<br />
<br />
edit the file /etc/httpd/conf/httpd.conf<br />
change DocumentRoot "/var/www/html" to DocumentRoot "/var/www/moodle"<br />
change <Directory "/var/www/html"> to <Directory "/var/www/moodle"><br />
then you must restart the apache server by issuing the command:<br />
service httpd restart<br />
<br />
</pre><br />
<br />
==Documentation & Resources==</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting/4.N.10&diff=34933Teacher Reporting/4.N.102009-08-07T15:29:56Z<p>Wwdillingham: /* How do we know the student understands? */</p>
<hr />
<div>===Description===<br />
Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.<br />
<br />
====Known Limitations====<br />
*At this point, no method for determining understanding of division and multiplication is in place, only addition and subtraction.<br />
*At least in terms of understanding with money, I am unaware of any other activities which could be used for multiplication and division.<br />
<br />
===Who is working on this objective?===<br />
[http://gcompris.net/ Gcompris]<br />
<br />
===What sugar activity satisfies this objective?===<br />
[http://activities.sugarlabs.org/en-US/sugar/addon/4165 GCompris Money 11] [http://activities.sugarlabs.org/en-US/sugar/addon/4166 GCompris Money Cents 11]<br />
===Information passed from the activity?===<br />
*.student_id<br />
*.question_id <- [associative element]<br />
*correct_sum<br />
*submitted_sum<br />
*num_incorrect_submissions (calculated)<br />
*num_correct_submissions <- could be addressed by "student_[question_id].length()" (calculated)<br />
<br />
===What information does the reporter need to determine?===<br />
*question_identification<br />
*.cache_when_incorrect<br />
<br />
===Ouput to the teacher===<br />
<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Student <br />
! Total Questions answered <br />
! Correct Submissions<br />
! Incorrect Submissions<br />
! % Correct Submissions<br />
! Addition<br />
! Subtraction<br />
! Multiplication<br />
! Division<br />
|-<br />
| Billy<br />
| 100<br />
| 82<br />
| 18<br />
| 82%<br />
| Yes<br />
| No<br />
| ?<br />
| ?<br />
|-<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|-<br />
|Entire Class<br />
| 1000<br />
| 800<br />
| 200<br />
| 80%<br />
| Yes<br />
| No<br />
|<br />
|<br />
|-<br />
|}<br />
<br />
===How do we know the student understands?===<br />
* Since this activity only involves money (not raw numbers), and money independent of any actual real-world currency all results here allow us to conclude that the user understands the mathematical operation within the scope of currency.<br />
* In this activity, the user has the option of presenting the computer with infinite responses, until the correct one is presented, at which point the activity moves on to the next "level." While this is sufficient for not discouraging the student, and allowing them to continue through the activity start to finish. It is NOT sufficient for determining a student's understanding of this particular curriculum requirement.<br />
*In order to get around this, perfectly reasonable, fail-proof design of the game we need to record information each time the user hits the submit button. We do this because the steps the student takes to correct an incorrect answer is extremely valuable.<br />
*addition can be determined if a student gets > 70% of the questions correct on their first attempt. <br />
*subtraction can be determined if for > 70% of the questions the student initially over-paid, they immediately follow up with a correct payment.<br />
*If a student overpays and then increases their payment, or underpays, followed by an even lower payment it can be inferred the student does not understand the concepts of addition or subtraction with money. <br />
**If for > 10% of the questions the student makes this mistake. He or she gets a "no" for addition and subtraction.</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting/4.N.10&diff=34932Teacher Reporting/4.N.102009-08-07T15:27:09Z<p>Wwdillingham: /* How do we know the student understands? */</p>
<hr />
<div>===Description===<br />
Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.<br />
<br />
====Known Limitations====<br />
*At this point, no method for determining understanding of division and multiplication is in place, only addition and subtraction.<br />
*At least in terms of understanding with money, I am unaware of any other activities which could be used for multiplication and division.<br />
<br />
===Who is working on this objective?===<br />
[http://gcompris.net/ Gcompris]<br />
<br />
===What sugar activity satisfies this objective?===<br />
[http://activities.sugarlabs.org/en-US/sugar/addon/4165 GCompris Money 11] [http://activities.sugarlabs.org/en-US/sugar/addon/4166 GCompris Money Cents 11]<br />
===Information passed from the activity?===<br />
*.student_id<br />
*.question_id <- [associative element]<br />
*correct_sum<br />
*submitted_sum<br />
*num_incorrect_submissions (calculated)<br />
*num_correct_submissions <- could be addressed by "student_[question_id].length()" (calculated)<br />
<br />
===What information does the reporter need to determine?===<br />
*question_identification<br />
*.cache_when_incorrect<br />
<br />
===Ouput to the teacher===<br />
<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Student <br />
! Total Questions answered <br />
! Correct Submissions<br />
! Incorrect Submissions<br />
! % Correct Submissions<br />
! Addition<br />
! Subtraction<br />
! Multiplication<br />
! Division<br />
|-<br />
| Billy<br />
| 100<br />
| 82<br />
| 18<br />
| 82%<br />
| Yes<br />
| No<br />
| ?<br />
| ?<br />
|-<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|-<br />
|Entire Class<br />
| 1000<br />
| 800<br />
| 200<br />
| 80%<br />
| Yes<br />
| No<br />
|<br />
|<br />
|-<br />
|}<br />
<br />
===How do we know the student understands?===<br />
* Since this activity only involves money (not raw numbers), and money independent of any actual real-world currency all results here allow us to conclude that the user understands the mathematical operation within the scope of currency.<br />
* In this activity, the user has the option of presenting the computer with infinite responses, until the correct one is presented, at which point the activity moves on to the next "level." While this is sufficient for not discouraging the student, and allowing them to continue through the activity start to finish. It is NOT sufficient for determining a student's understanding of this particular curriculum requirement.<br />
*In order to get around this, perfectly reasonable, fail-proof design of the game we need to record information each time the user hits the submit button. We do this because the steps the student takes to correct an incorrect answer is extremely valuable.<br />
*addition can be determined if a student gets > 70% of the questions correct on their first attempt. <br />
*subtraction can be determined if for > 70% of the questions the student initially over-paid, they immediately follow up with a correct payment.<br />
*If a student overpays and then increases their payment, or underpays, followed by an even lower payment it can be inferred the student does not understand the concepts of addition or subtraction with money. <br />
**If for > 20% of the questions the student makes this mistake. He or she gets a "no" for addition and subtraction.</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting/4.N.10&diff=34929Teacher Reporting/4.N.102009-08-07T15:12:27Z<p>Wwdillingham: /* How do we know the student understands? */</p>
<hr />
<div>===Description===<br />
Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.<br />
<br />
====Known Limitations====<br />
*At this point, no method for determining understanding of division and multiplication is in place, only addition and subtraction.<br />
*At least in terms of understanding with money, I am unaware of any other activities which could be used for multiplication and division.<br />
<br />
===Who is working on this objective?===<br />
[http://gcompris.net/ Gcompris]<br />
<br />
===What sugar activity satisfies this objective?===<br />
[http://activities.sugarlabs.org/en-US/sugar/addon/4165 GCompris Money 11] [http://activities.sugarlabs.org/en-US/sugar/addon/4166 GCompris Money Cents 11]<br />
===Information passed from the activity?===<br />
*.student_id<br />
*.question_id <- [associative element]<br />
*correct_sum<br />
*submitted_sum<br />
*num_incorrect_submissions (calculated)<br />
*num_correct_submissions <- could be addressed by "student_[question_id].length()" (calculated)<br />
<br />
===What information does the reporter need to determine?===<br />
*question_identification<br />
*.cache_when_incorrect<br />
<br />
===Ouput to the teacher===<br />
<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Student <br />
! Total Questions answered <br />
! Correct Submissions<br />
! Incorrect Submissions<br />
! % Correct Submissions<br />
! Addition<br />
! Subtraction<br />
! Multiplication<br />
! Division<br />
|-<br />
| Billy<br />
| 100<br />
| 82<br />
| 18<br />
| 82%<br />
| Yes<br />
| No<br />
| ?<br />
| ?<br />
|-<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|-<br />
|Entire Class<br />
| 1000<br />
| 800<br />
| 200<br />
| 80%<br />
| Yes<br />
| No<br />
|<br />
|<br />
|-<br />
|}<br />
<br />
===How do we know the student understands?===<br />
* Since this activity only involves money (not raw numbers), and money independent of any actual real-world currency all results here allow us to conclude that the user understands the mathematical operation within the scope of currency.<br />
* In this activity, the user has the option of presenting the computer with infinite responses, until the correct one is presented, at which point the activity moves on to the next "level." While this is sufficient for not discouraging the student, and allowing them to continue through the activity start to finish. It is NOT sufficient for determining a student's understanding of this particular curriculum requirement.<br />
*In order to get around this, perfectly reasonable, fail-proof design of the game we need to record information each time the user hits the submit button. We do this because the steps the student takes to correct an incorrect answer is extremely valuable.<br />
*addition can be determined if a student gets > 70% of the questions correct on their first attempt. <br />
*subtraction can be determined if for > 70% of the questions the student initially over-paid, they immediately follow up with a correct payment.<br />
*If a student overpays and then increases their payment, or underpays, followed by an even lower payment it can be inferred the student does not understand the concepts of addition or subtraction. <br />
**If for > 20% of the questions the student makes this mistake. He or she gets a "no" for addition and subtraction.</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting/4.N.10&diff=34928Teacher Reporting/4.N.102009-08-07T14:51:54Z<p>Wwdillingham: /* Known Limitations */</p>
<hr />
<div>===Description===<br />
Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.<br />
<br />
====Known Limitations====<br />
*At this point, no method for determining understanding of division and multiplication is in place, only addition and subtraction.<br />
*At least in terms of understanding with money, I am unaware of any other activities which could be used for multiplication and division.<br />
<br />
===Who is working on this objective?===<br />
[http://gcompris.net/ Gcompris]<br />
<br />
===What sugar activity satisfies this objective?===<br />
[http://activities.sugarlabs.org/en-US/sugar/addon/4165 GCompris Money 11] [http://activities.sugarlabs.org/en-US/sugar/addon/4166 GCompris Money Cents 11]<br />
===Information passed from the activity?===<br />
*.student_id<br />
*.question_id <- [associative element]<br />
*correct_sum<br />
*submitted_sum<br />
*num_incorrect_submissions (calculated)<br />
*num_correct_submissions <- could be addressed by "student_[question_id].length()" (calculated)<br />
<br />
===What information does the reporter need to determine?===<br />
*question_identification<br />
*.cache_when_incorrect<br />
<br />
===Ouput to the teacher===<br />
<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Student <br />
! Total Questions answered <br />
! Correct Submissions<br />
! Incorrect Submissions<br />
! % Correct Submissions<br />
! Addition<br />
! Subtraction<br />
! Multiplication<br />
! Division<br />
|-<br />
| Billy<br />
| 100<br />
| 82<br />
| 18<br />
| 82%<br />
| Yes<br />
| No<br />
| ?<br />
| ?<br />
|-<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|-<br />
|Entire Class<br />
| 1000<br />
| 800<br />
| 200<br />
| 80%<br />
| Yes<br />
| No<br />
|<br />
|<br />
|-<br />
|}<br />
<br />
===How do we know the student understands?===<br />
* Since this activity only involves money (not raw numbers), and money independent of any actual real-world currency all results here allow us to conclude that the user understands the mathematical operation within the scope of currency.<br />
* In this activity, the user has the option of presenting the computer with infinite responses, until the correct one is presented, at which point the activity moves on to the next "level." While this is sufficient for not discouraging the student, and allowing them to continue through the activity start to finish. It is NOT sufficient for determining a student's understanding of this particular curriculum requirement.<br />
*In order to get around this, perfectly reasonable, fail-proof design of the game we need to record information each time the user hits the submit button. We do this because the steps the student takes to correct an incorrect answer is extremely valuable.<br />
*addition can be determined if a student gets > 70% of the questions correct on their first attempt. <br />
*subtraction can be determined if for > 70% of the questions the student initially over-paid, they immediately follow up with a correct payment.</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting/4.N.10&diff=34927Teacher Reporting/4.N.102009-08-07T14:51:28Z<p>Wwdillingham: /* Known Limitations */</p>
<hr />
<div>===Description===<br />
Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.<br />
<br />
====Known Limitations====<br />
At this point, no method for determining understanding of division and multiplication is in place, only addition and subtraction.<br />
At least in terms of understanding with money, I am unaware of any other activities which could be used for multiplication and division.<br />
<br />
===Who is working on this objective?===<br />
[http://gcompris.net/ Gcompris]<br />
<br />
===What sugar activity satisfies this objective?===<br />
[http://activities.sugarlabs.org/en-US/sugar/addon/4165 GCompris Money 11] [http://activities.sugarlabs.org/en-US/sugar/addon/4166 GCompris Money Cents 11]<br />
===Information passed from the activity?===<br />
*.student_id<br />
*.question_id <- [associative element]<br />
*correct_sum<br />
*submitted_sum<br />
*num_incorrect_submissions (calculated)<br />
*num_correct_submissions <- could be addressed by "student_[question_id].length()" (calculated)<br />
<br />
===What information does the reporter need to determine?===<br />
*question_identification<br />
*.cache_when_incorrect<br />
<br />
===Ouput to the teacher===<br />
<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Student <br />
! Total Questions answered <br />
! Correct Submissions<br />
! Incorrect Submissions<br />
! % Correct Submissions<br />
! Addition<br />
! Subtraction<br />
! Multiplication<br />
! Division<br />
|-<br />
| Billy<br />
| 100<br />
| 82<br />
| 18<br />
| 82%<br />
| Yes<br />
| No<br />
| ?<br />
| ?<br />
|-<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|-<br />
|Entire Class<br />
| 1000<br />
| 800<br />
| 200<br />
| 80%<br />
| Yes<br />
| No<br />
|<br />
|<br />
|-<br />
|}<br />
<br />
===How do we know the student understands?===<br />
* Since this activity only involves money (not raw numbers), and money independent of any actual real-world currency all results here allow us to conclude that the user understands the mathematical operation within the scope of currency.<br />
* In this activity, the user has the option of presenting the computer with infinite responses, until the correct one is presented, at which point the activity moves on to the next "level." While this is sufficient for not discouraging the student, and allowing them to continue through the activity start to finish. It is NOT sufficient for determining a student's understanding of this particular curriculum requirement.<br />
*In order to get around this, perfectly reasonable, fail-proof design of the game we need to record information each time the user hits the submit button. We do this because the steps the student takes to correct an incorrect answer is extremely valuable.<br />
*addition can be determined if a student gets > 70% of the questions correct on their first attempt. <br />
*subtraction can be determined if for > 70% of the questions the student initially over-paid, they immediately follow up with a correct payment.</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting/4.N.10&diff=34926Teacher Reporting/4.N.102009-08-07T14:47:26Z<p>Wwdillingham: /* Ouput to the teacher */</p>
<hr />
<div>===Description===<br />
Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.<br />
<br />
====Known Limitations====<br />
At this point, no method for determining understanding of division and multiplication is in place, only addition and subtraction.<br />
<br />
===Who is working on this objective?===<br />
[http://gcompris.net/ Gcompris]<br />
<br />
===What sugar activity satisfies this objective?===<br />
[http://activities.sugarlabs.org/en-US/sugar/addon/4165 GCompris Money 11] [http://activities.sugarlabs.org/en-US/sugar/addon/4166 GCompris Money Cents 11]<br />
===Information passed from the activity?===<br />
*.student_id<br />
*.question_id <- [associative element]<br />
*correct_sum<br />
*submitted_sum<br />
*num_incorrect_submissions (calculated)<br />
*num_correct_submissions <- could be addressed by "student_[question_id].length()" (calculated)<br />
<br />
===What information does the reporter need to determine?===<br />
*question_identification<br />
*.cache_when_incorrect<br />
<br />
===Ouput to the teacher===<br />
<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Student <br />
! Total Questions answered <br />
! Correct Submissions<br />
! Incorrect Submissions<br />
! % Correct Submissions<br />
! Addition<br />
! Subtraction<br />
! Multiplication<br />
! Division<br />
|-<br />
| Billy<br />
| 100<br />
| 82<br />
| 18<br />
| 82%<br />
| Yes<br />
| No<br />
| ?<br />
| ?<br />
|-<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|-<br />
|Entire Class<br />
| 1000<br />
| 800<br />
| 200<br />
| 80%<br />
| Yes<br />
| No<br />
|<br />
|<br />
|-<br />
|}<br />
<br />
===How do we know the student understands?===<br />
* Since this activity only involves money (not raw numbers), and money independent of any actual real-world currency all results here allow us to conclude that the user understands the mathematical operation within the scope of currency.<br />
* In this activity, the user has the option of presenting the computer with infinite responses, until the correct one is presented, at which point the activity moves on to the next "level." While this is sufficient for not discouraging the student, and allowing them to continue through the activity start to finish. It is NOT sufficient for determining a student's understanding of this particular curriculum requirement.<br />
*In order to get around this, perfectly reasonable, fail-proof design of the game we need to record information each time the user hits the submit button. We do this because the steps the student takes to correct an incorrect answer is extremely valuable.<br />
*addition can be determined if a student gets > 70% of the questions correct on their first attempt. <br />
*subtraction can be determined if for > 70% of the questions the student initially over-paid, they immediately follow up with a correct payment.</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting/4.N.10&diff=34925Teacher Reporting/4.N.102009-08-07T14:47:05Z<p>Wwdillingham: /* Ouput to the teacher */</p>
<hr />
<div>===Description===<br />
Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.<br />
<br />
====Known Limitations====<br />
At this point, no method for determining understanding of division and multiplication is in place, only addition and subtraction.<br />
<br />
===Who is working on this objective?===<br />
[http://gcompris.net/ Gcompris]<br />
<br />
===What sugar activity satisfies this objective?===<br />
[http://activities.sugarlabs.org/en-US/sugar/addon/4165 GCompris Money 11] [http://activities.sugarlabs.org/en-US/sugar/addon/4166 GCompris Money Cents 11]<br />
===Information passed from the activity?===<br />
*.student_id<br />
*.question_id <- [associative element]<br />
*correct_sum<br />
*submitted_sum<br />
*num_incorrect_submissions (calculated)<br />
*num_correct_submissions <- could be addressed by "student_[question_id].length()" (calculated)<br />
<br />
===What information does the reporter need to determine?===<br />
*question_identification<br />
*.cache_when_incorrect<br />
<br />
===Ouput to the teacher===<br />
<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Student <br />
! Total Questions answered <br />
! Correct Submissions<br />
! Incorrect Submissions<br />
! % Correct Submissions<br />
! Addition<br />
! Subtraction<br />
! Multiplication<br />
! Division<br />
|-<br />
| Billy<br />
| 100<br />
| 82<br />
| 18<br />
| 82%<br />
| Yes<br />
| No<br />
| ?<br />
| ?<br />
|-<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|-<br />
|Entire Class<br />
| 1000<br />
| 800<br />
| 200<br />
| 80%<br />
| Yes<br />
|<br />
|<br />
|<br />
|-<br />
|}<br />
<br />
===How do we know the student understands?===<br />
* Since this activity only involves money (not raw numbers), and money independent of any actual real-world currency all results here allow us to conclude that the user understands the mathematical operation within the scope of currency.<br />
* In this activity, the user has the option of presenting the computer with infinite responses, until the correct one is presented, at which point the activity moves on to the next "level." While this is sufficient for not discouraging the student, and allowing them to continue through the activity start to finish. It is NOT sufficient for determining a student's understanding of this particular curriculum requirement.<br />
*In order to get around this, perfectly reasonable, fail-proof design of the game we need to record information each time the user hits the submit button. We do this because the steps the student takes to correct an incorrect answer is extremely valuable.<br />
*addition can be determined if a student gets > 70% of the questions correct on their first attempt. <br />
*subtraction can be determined if for > 70% of the questions the student initially over-paid, they immediately follow up with a correct payment.</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Sugar_Summer_Program/Massachusetts_Field_Trip&diff=34853Sugar Summer Program/Massachusetts Field Trip2009-08-06T21:24:11Z<p>Wwdillingham: /* Thursday 13 August */</p>
<hr />
<div><noinclude>{{GoogleTrans-en}}{{TeamHeader|Sugar Summer Program|xbgColor=ffe792|roadmap_link=Sugar Summer Program/Ideas|roadmap_label=Ideas}}{{TOCright}}</noinclude><br />
<br />
We have scheduled a field trip to Massachusetts to visit some technology sites and learn and work with people there.<br />
<br />
This page is a collaborative planning site for this trip.<br />
<br />
==Rough Schedule (getting polished)==<br />
I'm thinking that our rough schedule might start to look like this (adjustments or additional suggestions welcome):<br />
<br />
===Monday 10 August===<br />
* Drive to Boston (Fred, Wesley, & Karlie from Rochester; David arriving separately)<br />
* ~5 pm - Check in to Hostel, http://bostonhostel.org/about.shtml<br />
* ~6:30 pm - Dinner out with Mel Chua at [http://www.johnharvards.com/locations.shtml#ma John Harvard's Brew House], learn the Metro, etc.<br />
** Pre-dinner - Introductions and Reintroductions<br />
** Dinner and post-Dinner topic - "What we've learned as OLPC/Sugar Labs students about working in the FLOSS environment as RIT students, co-ops, and associates" (a small group self-evaluation session, with Mel Chua as sole guest beyond the 6 in our group)&mdash;''A serious topic for dinner, so we will punctuate the discussion with food and drink to ease our inhibitions and anxiety.''<br />
**# Why we enrolled<br />
**# Questions we haven't asked<br />
**# Difficulties we've encountered<br />
**# Personal learnings, such as dealing with our own and other's lack of knowledge or skill.<br />
**# How we would change the experience based on all the above<br />
This should give us a good sense of our expectations, limitations, and potentials for the time ahead of us.<br />
===Tuesday 11 August===<br />
* 10 am - Visit MIT Museum, http://web.mit.edu/museum/<br />
* 1 pm - lunch on or near campus<br />
* 2 pm - Review field trip plans and schedule<br />
* 2:30 pm - Conference room session, or classroom or administrator session with Caroline.<br />
* 5 pm - Quit for dinner & evening plans (TBD)<br />
===Wednesday 12 August===<br />
* 9:30 am - Museum of Science, Cahners Computerplace exhibit, http://www.mos.org/exhibits_shows/current_exhibits&d=232<br />
** see Keith Simmons, RIT alumnus, and [http://flagship.computerclubhouse.org/ Flagship Computer Clubhouse].<br />
* 12:30 am - Lunch at museum or nearby<br />
* 2 pm - Conference room sessions, "Our projects - let's help each other. Problems we've had and need help with" (guests welcome)<br />
** Teacher Reporting - Wesley Dillingham & Fred Grose<br />
** Math Quest - Eric Mallon & Tyler Bragdon<br />
** Math4 Project - Karlie Robinson<br />
** Community Interactions - David Farning<br />
* 5 pm - Quit for dinner & evening plans (TBD)<br />
===Thursday 13 August===<br />
* 10 am - Workshop with Caroline or her available team, "Tasks we can assist with over 3 days (13 - 15 Aug) to advance her projects" (Bring your laptops and be ready to take on unfinished tasks.)<br />
* 1 pm - Lilla G. Frederick Middle School (if appropriate) or continue with workshop tasks.<br />
* 5 pm - Quit for dinner & evening plans (TBD)<br />
* Evening: [http://www.neaq.org/index.php New England Aquarium] (time permitting)<br />
<br />
===Friday 14 August===<br />
* 10 am - Red Hat visit in Westford, MA with Luke Macken (to be scheduled)<br />
* afternoon<br />
** workshop tasks,<br />
** additional conference room topics,<br />
** casual visits with OLPC/Media Lab/OLE/Others, or<br />
** return to [http://flagship.computerclubhouse.org/ Flagship Computer Clubhouse] with kids (open 2 to 8 pm on Fridays, 10 am to 4 pm on Saturdays)<br />
* evening plans - open<br />
===Saturday 15 August===<br />
* 10 am<br />
** Another local destination,<br />
** Additional conference room topics, <br />
** Workshop tasks, or<br />
** return to [http://flagship.computerclubhouse.org/ Flagship Computer Clubhouse] with kids (open 2 to 8 pm on Fridays, 10 am to 4 pm on Saturdays)<br />
* afternoon - Review & document workshop accomplishments for hand-off or continued work<br />
* evening plans open<br />
<br />
===Sunday 16 August===<br />
* Return home (or stay for additional events that may be suggested)<br />
===Monday 17 August===<br />
* Wesley, Fred, David, Karlie back in Rochester (Adam Holt welcome to join, if available)<br />
* Rest and visit Genesee River falls and pier, Abbotts, etc.<br />
===Tuesday 18 August===<br />
* RIT visits with Professor Jacobs (Adam Holt welcome to join, if available)<br />
<br />
== Possible Adjunct meetings ==<br />
* While in Boston, perhaps we (David and I) could have a short visit with Ed McNierney and Stefan Unterhauser to discuss infrastructure plans or system administration projects for OLPC/Sugar Labs, for example, http://vig.laptop.org/wiki/index.php/Recipe:migratewiki and http://lists.laptop.org/pipermail/olpc-sysadmin/2009-July/000324.html.<br />
<br />
<br />
<br />
Hoping others can offer some suggestions and support.<br />
<br />
==Participants==<br />
* Frederick Grose, Rochester, 10 - 18 August, room for 3 others at my house in Rochester, room for 3 others in my car.<br />
* David Farning, Wisconsin, , room with Fred in Rochester<br />
* Wesley Dillingham, Rochester, ride with Fred, if needed has a car available to bring as well.<br />
* Tyler Bragdon, Boston, <br />
* Karlie Robinson, Rochester, One room to share at her house near RIT (must not mind kids and dogs), car we can use for travel to Boston<br />
* Eric Mallon, Statham, NH,<br />
<br />
==Background==<br />
<br />
We were planning to take a field trip to Boston, MA this summer with our Sugar Summer Co-ops, to visit some of the technology destinations and preferably overlap with some Sugar Labs or OLPC project or event. Perhaps we could arrange to provide ourselves as work resources for several days to one of Caroline's projects or something else yet to come to mind. We called this idea a 'work & tour' party or crew.<br />
<br />
* The remote co-ops have not had the opportunity for an "around the summer campfire" experience, and this would be a goal for the trip for all the rest of us too. Dave Farning will join us to extend his Sugar Labs and OLPC event experience (and I think he will have some good stories and thinking to share).<br />
<br />
There may be some awkward issues though:<br />
<br />
* Project teams may be uncertain of the benefits of "hosting" a short-term 'work & tour' party or crew in a project that is still forming a stable base. It may not be a good idea and turn out to be a distraction because it's hard to define expectations. Not knowing what practical service or resource we could provide in a few days of service, makes it hard to generate interest. We would look at it like campground trail maintenance or kitchen patrol--an indirect learning and load-sharing opportunity.</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Sugar_Summer_Program/Massachusetts_Field_Trip&diff=34850Sugar Summer Program/Massachusetts Field Trip2009-08-06T21:04:29Z<p>Wwdillingham: /* Saturday 15 August */</p>
<hr />
<div><noinclude>{{GoogleTrans-en}}{{TeamHeader|Sugar Summer Program|xbgColor=ffe792|roadmap_link=Sugar Summer Program/Ideas|roadmap_label=Ideas}}{{TOCright}}</noinclude><br />
<br />
We have scheduled a field trip to Massachusetts to visit some technology sites and learn and work with people there.<br />
<br />
This page is a collaborative planning site for this trip.<br />
<br />
==Rough Schedule (getting polished)==<br />
I'm thinking that our rough schedule might start to look like this (adjustments or additional suggestions welcome):<br />
<br />
===Monday 10 August===<br />
* Drive to Boston (Fred, Wesley, & Karlie from Rochester; David arriving separately)<br />
* ~5 pm - Check in to Hostel, http://bostonhostel.org/about.shtml<br />
* ~6:30 pm - Dinner out with Mel Chua at [http://www.johnharvards.com/locations.shtml#ma John Harvard's Brew House], learn the Metro, etc.<br />
** Pre-dinner - Introductions and Reintroductions<br />
** Dinner and post-Dinner topic - "What we've learned as OLPC/Sugar Labs students about working in the FLOSS environment as RIT students, co-ops, and associates" (a small group self-evaluation session, with Mel Chua as sole guest beyond the 6 in our group)&mdash;''A serious topic for dinner, so we will punctuate the discussion with food and drink to ease our inhibitions and anxiety.''<br />
**# Why we enrolled<br />
**# Questions we haven't asked<br />
**# Difficulties we've encountered<br />
**# Personal learnings, such as dealing with our own and other's lack of knowledge or skill.<br />
**# How we would change the experience based on all the above<br />
This should give us a good sense of our expectations, limitations, and potentials for the time ahead of us.<br />
===Tuesday 11 August===<br />
* 10 am - Visit MIT Museum, http://web.mit.edu/museum/<br />
* 1 pm - lunch on or near campus<br />
* 2 pm - Review field trip plans and schedule<br />
* 2:30 pm - Conference room session, or classroom or administrator session with Caroline.<br />
* 5 pm - Quit for dinner & evening plans (TBD)<br />
===Wednesday 12 August===<br />
* 9:30 am - Museum of Science, Cahners Computerplace exhibit, http://www.mos.org/exhibits_shows/current_exhibits&d=232<br />
** see Keith Simmons, RIT alumnus, and [http://flagship.computerclubhouse.org/ Flagship Computer Clubhouse].<br />
* 12:30 am - Lunch at museum or nearby<br />
* 2 pm - Conference room sessions, "Our projects - let's help each other. Problems we've had and need help with" (guests welcome)<br />
** Teacher Reporting - Wesley Dillingham & Fred Grose<br />
** Math Quest - Eric Mallon & Tyler Bragdon<br />
** Math4 Project - Karlie Robinson<br />
** Community Interactions - David Farning<br />
* 5 pm - Quit for dinner & evening plans (TBD)<br />
===Thursday 13 August===<br />
* 10 am - Workshop with Caroline or her available team, "Tasks we can assist with over 3 days (13 - 15 Aug) to advance her projects" (Bring your laptops and be ready to take on unfinished tasks.)<br />
* 1 pm - Lilla G. Frederick Middle School (if appropriate) or continue with workshop tasks.<br />
* 5 pm - Quit for dinner & evening plans (TBD)<br />
===Friday 14 August===<br />
* 10 am - Red Hat visit in Westford, MA with Luke Macken (to be scheduled)<br />
* afternoon<br />
** workshop tasks,<br />
** additional conference room topics,<br />
** casual visits with OLPC/Media Lab/OLE/Others, or<br />
** return to [http://flagship.computerclubhouse.org/ Flagship Computer Clubhouse] with kids (open 2 to 8 pm on Fridays, 10 am to 4 pm on Saturdays)<br />
* evening plans - open<br />
===Saturday 15 August===<br />
* 10 am<br />
** Another local destination,<br />
** Additional conference room topics, <br />
** Workshop tasks, or<br />
** return to [http://flagship.computerclubhouse.org/ Flagship Computer Clubhouse] with kids (open 2 to 8 pm on Fridays, 10 am to 4 pm on Saturdays)<br />
* afternoon - Review & document workshop accomplishments for hand-off or continued work<br />
* evening plans open<br />
<br />
===Sunday 16 August===<br />
* Return home (or stay for additional events that may be suggested)<br />
===Monday 17 August===<br />
* Wesley, Fred, David, Karlie back in Rochester (Adam Holt welcome to join, if available)<br />
* Rest and visit Genesee River falls and pier, Abbotts, etc.<br />
===Tuesday 18 August===<br />
* RIT visits with Professor Jacobs (Adam Holt welcome to join, if available)<br />
<br />
== Possible Adjunct meetings ==<br />
* While in Boston, perhaps we (David and I) could have a short visit with Ed McNierney and Stefan Unterhauser to discuss infrastructure plans or system administration projects for OLPC/Sugar Labs, for example, http://vig.laptop.org/wiki/index.php/Recipe:migratewiki and http://lists.laptop.org/pipermail/olpc-sysadmin/2009-July/000324.html.<br />
<br />
<br />
<br />
Hoping others can offer some suggestions and support.<br />
<br />
==Participants==<br />
* Frederick Grose, Rochester, 10 - 18 August, room for 3 others at my house in Rochester, room for 3 others in my car.<br />
* David Farning, Wisconsin, , room with Fred in Rochester<br />
* Wesley Dillingham, Rochester, ride with Fred, if needed has a car available to bring as well.<br />
* Tyler Bragdon, Boston, <br />
* Karlie Robinson, Rochester, One room to share at her house near RIT (must not mind kids and dogs), car we can use for travel to Boston<br />
* Eric Mallon, Statham, NH,<br />
<br />
==Background==<br />
<br />
We were planning to take a field trip to Boston, MA this summer with our Sugar Summer Co-ops, to visit some of the technology destinations and preferably overlap with some Sugar Labs or OLPC project or event. Perhaps we could arrange to provide ourselves as work resources for several days to one of Caroline's projects or something else yet to come to mind. We called this idea a 'work & tour' party or crew.<br />
<br />
* The remote co-ops have not had the opportunity for an "around the summer campfire" experience, and this would be a goal for the trip for all the rest of us too. Dave Farning will join us to extend his Sugar Labs and OLPC event experience (and I think he will have some good stories and thinking to share).<br />
<br />
There may be some awkward issues though:<br />
<br />
* Project teams may be uncertain of the benefits of "hosting" a short-term 'work & tour' party or crew in a project that is still forming a stable base. It may not be a good idea and turn out to be a distraction because it's hard to define expectations. Not knowing what practical service or resource we could provide in a few days of service, makes it hard to generate interest. We would look at it like campground trail maintenance or kitchen patrol--an indirect learning and load-sharing opportunity.</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting/4.N.10&diff=34689Teacher Reporting/4.N.102009-08-04T19:11:22Z<p>Wwdillingham: /* Information passed from the activity? */</p>
<hr />
<div>===Description===<br />
Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.<br />
<br />
====Known Limitations====<br />
At this point, no method for determining understanding of division and multiplication is in place, only addition and subtraction.<br />
<br />
===Who is working on this objective?===<br />
[http://gcompris.net/ Gcompris]<br />
<br />
===What sugar activity satisfies this objective?===<br />
[http://activities.sugarlabs.org/en-US/sugar/addon/4165 GCompris Money 11] [http://activities.sugarlabs.org/en-US/sugar/addon/4166 GCompris Money Cents 11]<br />
===Information passed from the activity?===<br />
*.student_id<br />
*.question_id <- [associative element]<br />
*correct_sum<br />
*submitted_sum<br />
*num_incorrect_submissions (calculated)<br />
*num_correct_submissions <- could be addressed by "student_[question_id].length()" (calculated)<br />
<br />
===What information does the reporter need to determine?===<br />
*question_identification<br />
*.cache_when_incorrect<br />
<br />
===Ouput to the teacher===<br />
<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Student <br />
! Total Questions answered <br />
! Correct Submissions<br />
! Incorrect Submissions<br />
! % Correct Submissions<br />
! Yes / No<br />
|-<br />
| Billy<br />
| 100<br />
| 82<br />
| 18<br />
| 82%<br />
| Yes<br />
|-<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|...<br />
|-<br />
|Entire Class<br />
| 1000<br />
| 800<br />
| 200<br />
| 80%<br />
| Yes<br />
|-<br />
|}<br />
<br />
===How do we know the student understands?===<br />
* Since this activity only involves money (not raw numbers), and money independent of any actual real-world currency all results here allow us to conclude that the user understands the mathematical operation within the scope of currency.<br />
* In this activity, the user has the option of presenting the computer with infinite responses, until the correct one is presented, at which point the activity moves on to the next "level." While this is sufficient for not discouraging the student, and allowing them to continue through the activity start to finish. It is NOT sufficient for determining a student's understanding of this particular curriculum requirement.<br />
*In order to get around this, perfectly reasonable, fail-proof design of the game we need to record information each time the user hits the submit button. We do this because the steps the student takes to correct an incorrect answer is extremely valuable.<br />
*addition can be determined if a student gets > 70% of the questions correct on their first attempt. <br />
*subtraction can be determined if for > 70% of the questions the student initially over-paid, they immediately follow up with a correct payment.</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting/4.G.6&diff=34465Teacher Reporting/4.G.62009-08-01T19:53:14Z<p>Wwdillingham: /* Description */</p>
<hr />
<div>===Description===<br />
Using ordered pairs of numbers and/or letters, graph, locate, identify points, and describe paths (first quadrant).<br />
<br />
===Who is working on this objective?===<br />
[http://danielsmw.fedorapeople.org/ Matthew Daniels], [http://www.cs.clemson.edu/~rseay Rob Seay]<br />
<br />
===What sugar activity satisfies this objective?===<br />
[https://fedorahosted.org/nevhma/ Nevhma] (Under construction)<br />
<br />
===Information passed from the activity?===<br />
<br />
===What information does the reporter need to determine?===<br />
<br />
===Ouput to the teacher===<br />
<br />
===How do we know the student understands?===</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting/4.G.6&diff=34464Teacher Reporting/4.G.62009-08-01T19:52:46Z<p>Wwdillingham: </p>
<hr />
<div>===Description===<br />
<br />
===Who is working on this objective?===<br />
[http://danielsmw.fedorapeople.org/ Matthew Daniels], [http://www.cs.clemson.edu/~rseay Rob Seay]<br />
<br />
===What sugar activity satisfies this objective?===<br />
[https://fedorahosted.org/nevhma/ Nevhma] (Under construction)<br />
<br />
===Information passed from the activity?===<br />
<br />
===What information does the reporter need to determine?===<br />
<br />
===Ouput to the teacher===<br />
<br />
===How do we know the student understands?===</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting/4.G.6&diff=34463Teacher Reporting/4.G.62009-08-01T19:51:40Z<p>Wwdillingham: Created page with '[http://danielsmw.fedorapeople.org/ Matthew Daniels], [http://www.cs.clemson.edu/~rseay Rob Seay] [https://fedorahosted.org/nevhma/ Nevhma] (Under construction)'</p>
<hr />
<div>[http://danielsmw.fedorapeople.org/ Matthew Daniels], [http://www.cs.clemson.edu/~rseay Rob Seay]<br />
[https://fedorahosted.org/nevhma/ Nevhma] (Under construction)</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting&diff=34462Teacher Reporting2009-08-01T19:51:13Z<p>Wwdillingham: /* Math 4 */</p>
<hr />
<div>{{TOCright}}<br />
==Description==<br />
<br />
A custom [http://moodle.org/ Moodle] [http://docs.moodle.org/en/Quiz_module quiz module] which, in addition to the standard Moodle quiz features, analyzes the questions posed to the student for various qualities, such as compliance with [[User:Gdk/4th_Grade_Maths | Curriculum Standards]].<br />
<br />
The modified Moodle modules will run on a customized XS School Server operating system. Our goal is to allow results and / or grades, from student activities to be readily available to teachers. Based on their wants and needs, the teachers can then generate custom reports on a class or student and have the ability to determine what types of problems students are finding most difficult. In the end we imagine the XS environment running on an XO itself, allowing the teachers the same portability as the students.<br />
==Collaboration==<br />
<br />
To help in code contribution of this project, please visit us at our [http://git.sugarlabs.org/projects/teacher-reporting Gitorious project page.]<br />
<br />
==Project Members==<br />
* '''Project Manager:''' [[User:Wwdillingham | Wesley Dillingham]] <br />
* '''Additional Group Members:''' [[User:jrgreen118 | Jeremiah Green]], [[User:FGrose | Fred Grose]]<br />
<br><br />
<br />
==Goals==<br />
*Expand upon the PHP of the Moodle Quiz Module to parse questions involving mathematical operations for characteristics contained in the [http://www.doe.mass.edu/frameworks/current.html Massachusetts Curriculum Framework for Mathematics.] <br />
*Run Moodle with the modified quiz module on an XO running [[olpc:School_server | XS]], The '''X'''O school '''S'''erver.<br />
*Have Moodle's latest stable release functioning on an XO running XS using the techniques outlined [[olpc:XS-on-XO | here]].<br />
*Have PHP calls successfully querying mock student results from Moodle's PostgreSQL database running on XS.<br />
<br />
==Data Flow Diagram==<br />
[[image:Teacher_Reporting_Diagram.jpg|800px|]]<br />
<br><br />
<br />
==Curriculum Requirements and Relevant Activities==<br />
<br />
=== Math 4 ===<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
==== Number sense and Operations ====<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| [[Teacher_Reporting/4.N.1|4.N.1]]<br />
| Exhibit an understanding of the base ten number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000; demonstrating an understanding of the values of the digits; and comparing and ordering the numbers.<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber]<br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| [[Teacher_Reporting/4.N.2|4.N.2]]<br />
| Represent, order, and compare large numbers (to at least 100,000) using various forms, including expanded notation, e.g., 853 = 8 x 100 + 5 x 10 + 3.<br />
| [[Team:UTOS-XO|UTOS-XO]], [http://sadamclemson.blogspot.com/ Adam Schreiber] <br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| 4.N.3<br />
| Demonstrate an understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on the number line.<br />
| None<br />
| None<br />
|-<br />
| 4.N.4<br />
| Select, use, and explain models to relate common fractions and mixed numbers (1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, 1/12, and 11/2), find equivalent fractions, mixed numbers, and decimals, and order fractions.<br />
| None<br />
| None<br />
|-<br />
| 4.N.5<br />
| Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.6|4.N.6]]<br />
| Exhibit an understanding of the base ten number system by reading, naming, and writing decimals between 0 and 1 up to the hundredths.<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber]<br />
| [http://git.sugarlabs.org/projects/deci Deci ] <br />
|-<br />
| 4.N.7<br />
| Recognize classes (in particular, odds, evens; factors or multiples of a given number; and squares) to which a number may belong, and identify the numbers in those classes. Use these in the solution of problems.<br />
| [http://en.opensuse.org/User:Dglenn Doug Glenn]<br />
| None<br />
|-<br />
| 4.N.8<br />
| Select, use, and explain various meanings and models of multiplication and division of whole numbers. Understand and use the inverse relationship between the two operations.<br />
| None<br />
| None<br />
|-<br />
| 4.N.9<br />
| Select, use, and explain the commutative, associative, and identity properties of operations on whole numbers in problem situations, e.g., 37 x 46 = 46 x 37, (5 x 7) x 2 = 5 x (7 x 2).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.10|4.N.10]]<br />
| Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.<br />
| [http://gcompris.net/ Gcompris]<br />
| [http://activities.sugarlabs.org/en-US/sugar/addon/4165 GCompris Money 11] [http://activities.sugarlabs.org/en-US/sugar/addon/4166 GCompris Money Cents 11]<br />
|-<br />
| [[Teacher_Reporting/4.N.11|4.N.11]]<br />
| Know multiplication facts through 12 x 12 and related division facts. Use these facts to solve related multiplication problems and compute related problems, e.g., 3 x 5 is related to 30 x 50, 300 x 5, and 30 x 500.<br />
|[http://gcompris.net/ Gcompris]<br />
|[http://activities.sugarlabs.org/en-US/sugar/addon/4093 GCompris Algebra Guesscount 11]<br />
|-<br />
| 4.N.12<br />
| Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently.<br />
| [[Team:UTOS-XO|UTOS-XO]]<br />
| None<br />
|-<br />
| 4.N.13<br />
| Divide up to a three-digit whole number with a single-digit divisor (with or without remainders) accurately and efficiently. Interpret any remainders.<br />
| [[Team:UTOS-XO|UTOS-XO]]<br />
| None<br />
|-<br />
| 4.N.14<br />
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithms for addition and subtraction (up to five-digit numbers), and multiplication (up to three digits by two digits).<br />
| None<br />
| None<br />
|-<br />
| 4.N.15<br />
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithm for division of up to a three-digit whole number with a single-digit divisor (with or without remainders).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.16|4.N.16]]<br />
| Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000.<br />
| [http://wiki.sugarlabs.org/go/User:Ossfm User:ossfm]<br />
| Hop-A-Round<br />
|-<br />
| 4.N.17<br />
| Select and use a variety of strategies (e.g., front-end, rounding, and regrouping) to estimate quantities, measures, and the results of whole-number computations up to three-digit whole numbers and amounts of money to $1000, and to judge the reasonableness of the answer.<br />
| None<br />
| None<br />
|-<br />
| 4.N.18<br />
| Use concrete objects and visual models to add and subtract common fractions.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Patterns, Relations, and Algebra ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.P.1<br />
| Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, ….<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber], [[User:Dfu]]<br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| 4.P.2<br />
| Use symbol and letter variables (e.g. v, x) to represent unknowns or quantities that vary in expressions and in equations or inequalities (mathematical sentences that use =, <, >).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.P.3|4.P.3]]<br />
| Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3.<br />
| [[User:Gdk]] (developer),[[User:Rholden]]<br />
| https://fedorahosted.org/dungeonsofmongo/<br />
|-<br />
| 4.P.4<br />
| Use pictures, models, tables, charts, graphs, words, number sentences, and mathematical notations to interpret mathematical relationships.<br />
| None<br />
| None<br />
|-<br />
| 4.P.5<br />
| Solve problems involving proportional relationships, including unit pricing (e.g., four apples cost 80¢, so one apple costs 20¢) and map interpretation (e.g., one inch represents five miles, so two inches represent ten miles).<br />
| None<br />
| None<br />
|-<br />
| 4.P.6<br />
| Determine how change in one variable relates to a change in a second variable, e.g., input-output tables.<br />
| [[User:Rholden]]<br />
| None<br />
|}<br />
<br />
==== Geometry ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.G.1<br />
| Compare and analyze attributes and other features (e.g., number of sides, faces, corners, right angles, diagonals, and symmetry) of two- and three-dimensional geometric shapes.<br />
| None<br />
| None<br />
|-<br />
| 4.G.2<br />
| Describe, model, draw, compare, and classify two- and three-dimensional shapes, e.g., circles, polygons- especially triangles and quadrilaterals—cubes, spheres, and pyramids.<br />
| None<br />
| None<br />
|-<br />
| 4.G.3<br />
| Recognize similar figures.<br />
| None<br />
| None<br />
|-<br />
| 4.G.4<br />
| Identify angles as acute, right, or obtuse.<br />
| None<br />
| None<br />
|-<br />
| 4.G.5<br />
| Describe and draw intersecting, parallel, and perpendicular lines.<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.G.6|4.G.6]]<br />
| Using ordered pairs of numbers and/or letters, graph, locate, identify points, and describe paths (first quadrant).<br />
| [http://danielsmw.fedorapeople.org/ Matthew Daniels], [http://www.cs.clemson.edu/~rseay Rob Seay]<br />
| [https://fedorahosted.org/nevhma/ Nevhma] (Under construction)<br />
|-<br />
| 4.G.7<br />
| Describe and apply techniques such as reflections (flips), rotations (turns), and translations (slides) for determining if two shapes are congruent.<br />
| None<br />
| None<br />
|-<br />
| 4.G.8<br />
| Identify and describe line symmetry in two-dimensional shapes.<br />
| None<br />
| None<br />
|-<br />
| 4.G.9<br />
| Predict and validate the results of partitioning, folding, and combining two- and three-dimensional shapes.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Measurement ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.M.1<br />
| Demonstrate an understanding of such attributes as length, area, weight, and volume, and select the appropriate type of unit for measuring each attribute.<br />
| None<br />
| None<br />
|-<br />
| 4.M.2<br />
| Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.<br />
| None<br />
| None<br />
|-<br />
| 4.M.3<br />
| Identify time to the minute on analog and digital clocks using a.m. and p.m. Compute elapsed time using a clock (e.g., hours and minutes since…) and using a calendar (e.g., days since…).<br />
| None<br />
| None<br />
|-<br />
| 4.M.4<br />
| Estimate and find area and perimeter of a rectangle, triangle, or irregular shape using diagrams, models, and grids or by measuring.<br />
| None<br />
| None<br />
|-<br />
| 4.M.5<br />
| Identify and use appropriate metric and English units and tools (e.g., ruler, angle ruler, graduated cylinder, thermometer) to estimate, measure, and solve problems involving length, area, volume, weight, time, angle size, and temperature.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Data Analysis, Statistics, and Probability ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.D.1<br />
| Collect and organize data using observations, measurements, surveys, or experiments, and identify appropriate ways to display the data.<br />
| None<br />
| None<br />
|-<br />
| 4.D.2<br />
| Match a representation of a data set such as lists, tables, or graphs (including circle graphs) with the actual set of data.<br />
| None<br />
| None<br />
|-<br />
| 4.D.3<br />
| Construct, draw conclusions, and make predictions from various representations of data sets, including tables, bar graphs, pictographs, line graphs, line plots, and tallies.<br />
| None<br />
| None<br />
|-<br />
| 4.D.4<br />
| Represent the possible outcomes for a simple probability situation, e.g., the probability of drawing a red marble from a bag containing three red marbles and four green marbles.<br />
| None<br />
| None<br />
|-<br />
| 4.D.5<br />
| List and count the number of possible combinations of objects from three sets, e.g., how many different outfits can one make from a set of three shirts, a set of two skirts, and a set of two hats?<br />
| None<br />
| None<br />
|-<br />
| 4.D.6<br />
| Classify outcomes as certain, likely, unlikely, or impossible by designing and conducting experiments using concrete objects such as counters, number cubes, spinners, or coins.<br />
| None<br />
| None<br />
|}<br />
<br />
=="How to Play/Use" for end user==<br />
<br />
Our project is not intended for a direct use by students. Components (not yet developed) under the scope of our project exist on students computer's in so far as facilitating the data movement from the XO to the XS. Therefore, there are no directions for students on how to use our application, it will be entirely transparent to them. When a student begins an activity which is compatible with our application, it will automatically report information to the API. Our application will then read this information from the API and produce reports to the teacher. We envision this interface to be web based, allowing the teacher to select particular games, and as a subcategory, the particular curriculum requirements in which that game uses.<br />
<br />
<br />
<br />
In order to run this script (parser.awk) issue the command, <pre>awk -f parser.awk students.dat</pre><br />
<br />
== Teachers guide ==<br />
<br />
Student.dat file fields:<pre><br />
MAC-ADDRESS STUDENT_NAME OPERATION CORRECT<br />
</pre><br />
<br />
Example:<pre><br />
0C7B6G0023BC Wesley 9/3+7 1<br />
0C7B6G04DBBA Jeremiah 4+10/7 0<br />
0C7B6GBA5D7D Billy 88-28*2 0<br />
0C7B6G07E9HB Bob 4*5 1<br />
</pre><br />
<br />
Ouput Example: <pre>Student Only + Contains + Only - Contains - Only * Contains * Only / Contains / Understands OoO?<br />
wes 25 28 12 100 80 83 71 53 no <br />
bob 80 77 0 66 100 100 33 60 yes <br />
jeremiah 0 0 16 33 40 50 14 33 no <br />
billy 66 70 33 53 50 37 100 80 yes <br />
</pre><br />
''note: This output is not reflective of the student.dat example data above''<br />
<br />
<br />
==XS SchoolServer on the XO==<br />
<br />
A major barrier to achieving our goals is the idea that the School Server needs the ability to be versatile and portable. While some may have resources to dedicate substantial hardware to such a server, others may find themselves with nothing more than the XO laptops. From this stems the idea of running this server on one of the XO laptops via either a USB flash drive, SD card, or the internal NAND hard drive.<br />
<br />
<br />
When fully installed on an SD card, the base operating system takes up about 1.6GB. There is a small amount of documentation available which is excellent and extremely helpful, but it can be difficult to use at times. Below is a quick break down of what we did and how to replicate it.<br />
<br />
====How To:====<br />
<br />
The most helpful website to read before beginning can be found here: [http://wiki.laptop.org/go/XS-on-XO Laptop.org's XS-on-XO.]<br />
<br />
=====Necessary hardware to replicate our setup includes:===== <br />
*XO Laptop<br />
*Linux Computer with SD Card Reader <br />
**Can be physical machine or virtual. Also, some things can be done in Windows.<br />
*SD card which is at least 4GB (We used an 8GB A-DATA SDHC)<br />
<br />
=====Un-compress the image:=====<br />
*Download the image file: [http://xs-dev.laptop.org/xs/other/OLPC-School-Server-0.5.2-dev01-i386.img.gz OLPC-School-Server-0.5.2-dev01-i386.img.gz]<br />
*Un-compress the file<br />
**In Windows, [http://www.rarlab.com/download.htm WinRAR] worked well.<br />
**In Linux, this command works just as well<pre>gzip -d OLPC-School-Server-0.5.2-dev01-i386.img.gz</pre><br />
<br />
=====Setting Up the Environment=====<br />
With the SD card connected to the Linux PC:<br />
*Using a tool of your choice format the SD card to ext2 or ext3 (Linux 83).<br />
**Gparted was excellent for formating the SD card to ext3, but fdisk would also work.<br />
*Mark the partition with the boot flag<br />
**This can be done using gparted, but in several instances errors were experienced. In lieu fdisk works great.<br />
**To enter fdisk, use <br />
<pre><br />
fdisk /dev/sd*1<br />
or<br />
fdisk /dev/mmcblk*p1<br />
</pre><br />
*where * is the letter associated with the SD device and the 1 is the partition. Once in fdisk, use the help to determine the specific command to mark the boot flag. In most instances it will be "a".<br />
*Next ensure the .img file, uncompressed previously, is accessible by the Linux machines.<br />
*Use the command, <br />
<pre><br />
dd if=OLPC-School-Server-0.5.2-dev01-i386.img of=/dev/sd*1<br />
or<br />
dd if=OLPC-School-Server-0.5.2-dev01-i386.img of=/dev/mmcblk*p1<br />
</pre><br />
**This will take some time depending on the system performance.<br />
*Use resize2fs to re-size the partition <br />
<pre><br />
resize2fs -p /dev/sd*1<br />
or<br />
resize2fs -p /dev/mmcblk*p1<br />
</pre><br />
<br />
=====Getting a Developer Key=====<br />
*First the XO must have a [http://wiki.laptop.org/go/Activation_and_Developer_Keys developer's key!!!]<br />
*The easiest way to go about obtaining this is to boot into the XO's Sugar OS. Open the browse application. Near the bottom right of the home page, there will be a link for "Get a Developer Key".<br />
**Click this link and on the next page click the "Submit Query." Go through this process again after 24 hours and the key should be available.<br />
**Upon return follow the directions displayed to download the key.<br />
*Reboot the XO and tap the "Esc" key to interrupt the booting procedure. At the ok prompt type: <pre>ok disable-security</pre><br />
**The machine will probably reboot. If so, tap the "Esc" key and type the above command again. It may reboot one final time.<br />
**Upon this reboot tap the "Esc" key again and type the above command a final time. It should print out:<br />
<pre><br />
ok disable-security<br />
No wp tag<br />
</pre><br />
<br />
=====Booting the XO from the SD=====<br />
More than likely, this will not work right away, most implementations require some tweaking prior to properly booting.<br />
*With the SD card inserted in the XO, turn the machine on and press the "Esc" key to interrupt start-up.<br />
*At the prompt type:<br />
<pre><br />
ok boot sd:\boot\olpc.fth<br />
</pre><br />
*It should attempt the boot sequence, but more than likely will fail with a Kernel Panic!!!....error<br />
*This is almost expected, but it's actually an important step. If you look further up on the screen, you should see an error in regards to mounting the file system. <br />
*Around this area, you should also see a list of strange numbers (i.e. b102:) followed by devices (i.e. ramdisk...)<br />
*Find the row for your SD card, it should be labeled something like:<br />
<pre><br />
b301: mmcblk0p1<br />
</pre><br />
*Remember the b301 number.<br />
*Connect the SD card back to the Linux PC.<br />
*Open the file /boot/olpc.fth<br />
**Here's a quick resource on what this is [http://wiki.laptop.org/go/SD_Boot_olpc.fth SD Booting].<br />
*You'll see a line like this:<br />
<pre><br />
" ro root=mmcblk0p1 rootdelay=1 console=ttyS0,115200 console=tty0 <br />
rootfstype=ext2 fbcon=font:SUN12x22" to boot-file<br />
</pre><br />
*Change the "root=******" to be the variable recorded earlier.<br />
*Save the changes and put the SD card back in the XO. Reboot the machine and at the prompt again type:<br />
<pre><br />
ok boot sd:\boot\olpc.fth<br />
</pre><br />
<br />
=====Post XS School Server Installation Configuration:=====<br />
The following are commands that were run after installing XS on a Virtual Machine. Idealy, the newly configured SD card can now act as the operating system for the Virtual Machine allowing further versatility. <br />
<br />
<pre><br />
yum groupinstall "GNOME Desktop Environment"<br />
<br />
edit /etc/inittab and change runlevel from 3 to 5 to startup in Gnome<br />
<br />
yum install mysql-server php php-mysql php-mbstring php-gd php-xmlrpc php-imap cvs<br />
<br />
service mysqld start<br />
mysqladmin -u root password 'mySecurePassword'<br />
mysql -u root -p<br />
mysql> CREATE DATABASE moodle CHARSET 'utf8';<br />
mysql> exit;<br />
chkconfig mysqld on<br />
--starts sql server; adds root admin user; logs into server and creates DB; <br />
--turns the service on on boot.<br />
<br />
cd /var/www<br />
cvs -z3 -d:pserver:anonymous@eu.cvs.moodle.org:/cvsroot/moodle co -r MOODLE_19_STABLE moodle<br />
--download and install/update with the latest version of moodle<br />
<br />
mkdir moodledata<br />
chown -R apache:apache moodle<br />
chown -R apache:apache moodledata<br />
--make directory in /var/www/ and change permissions.<br />
<br />
edit the file /etc/httpd/conf/httpd.conf<br />
change DocumentRoot "/var/www/html" to DocumentRoot "/var/www/moodle"<br />
change <Directory "/var/www/html"> to <Directory "/var/www/moodle"><br />
then you must restart the apache server by issuing the command:<br />
service httpd restart<br />
<br />
</pre><br />
<br />
==Documentation & Resources==<br />
<br />
'''Installing MySQL:''' <br><br />
[[image:ScreenInstalling.png]]</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting&diff=34461Teacher Reporting2009-08-01T19:48:31Z<p>Wwdillingham: /* "How to Play/Use" for end user */</p>
<hr />
<div>{{TOCright}}<br />
==Description==<br />
<br />
A custom [http://moodle.org/ Moodle] [http://docs.moodle.org/en/Quiz_module quiz module] which, in addition to the standard Moodle quiz features, analyzes the questions posed to the student for various qualities, such as compliance with [[User:Gdk/4th_Grade_Maths | Curriculum Standards]].<br />
<br />
The modified Moodle modules will run on a customized XS School Server operating system. Our goal is to allow results and / or grades, from student activities to be readily available to teachers. Based on their wants and needs, the teachers can then generate custom reports on a class or student and have the ability to determine what types of problems students are finding most difficult. In the end we imagine the XS environment running on an XO itself, allowing the teachers the same portability as the students.<br />
==Collaboration==<br />
<br />
To help in code contribution of this project, please visit us at our [http://git.sugarlabs.org/projects/teacher-reporting Gitorious project page.]<br />
<br />
==Project Members==<br />
* '''Project Manager:''' [[User:Wwdillingham | Wesley Dillingham]] <br />
* '''Additional Group Members:''' [[User:jrgreen118 | Jeremiah Green]], [[User:FGrose | Fred Grose]]<br />
<br><br />
<br />
==Goals==<br />
*Expand upon the PHP of the Moodle Quiz Module to parse questions involving mathematical operations for characteristics contained in the [http://www.doe.mass.edu/frameworks/current.html Massachusetts Curriculum Framework for Mathematics.] <br />
*Run Moodle with the modified quiz module on an XO running [[olpc:School_server | XS]], The '''X'''O school '''S'''erver.<br />
*Have Moodle's latest stable release functioning on an XO running XS using the techniques outlined [[olpc:XS-on-XO | here]].<br />
*Have PHP calls successfully querying mock student results from Moodle's PostgreSQL database running on XS.<br />
<br />
==Data Flow Diagram==<br />
[[image:Teacher_Reporting_Diagram.jpg|800px|]]<br />
<br><br />
<br />
==Curriculum Requirements and Relevant Activities==<br />
<br />
=== Math 4 ===<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
==== Number sense and Operations ====<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| [[Teacher_Reporting/4.N.1|4.N.1]]<br />
| Exhibit an understanding of the base ten number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000; demonstrating an understanding of the values of the digits; and comparing and ordering the numbers.<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber]<br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| [[Teacher_Reporting/4.N.2|4.N.2]]<br />
| Represent, order, and compare large numbers (to at least 100,000) using various forms, including expanded notation, e.g., 853 = 8 x 100 + 5 x 10 + 3.<br />
| [[Team:UTOS-XO|UTOS-XO]], [http://sadamclemson.blogspot.com/ Adam Schreiber] <br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| 4.N.3<br />
| Demonstrate an understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on the number line.<br />
| None<br />
| None<br />
|-<br />
| 4.N.4<br />
| Select, use, and explain models to relate common fractions and mixed numbers (1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, 1/12, and 11/2), find equivalent fractions, mixed numbers, and decimals, and order fractions.<br />
| None<br />
| None<br />
|-<br />
| 4.N.5<br />
| Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.6|4.N.6]]<br />
| Exhibit an understanding of the base ten number system by reading, naming, and writing decimals between 0 and 1 up to the hundredths.<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber]<br />
| [http://git.sugarlabs.org/projects/deci Deci ] <br />
|-<br />
| 4.N.7<br />
| Recognize classes (in particular, odds, evens; factors or multiples of a given number; and squares) to which a number may belong, and identify the numbers in those classes. Use these in the solution of problems.<br />
| [http://en.opensuse.org/User:Dglenn Doug Glenn]<br />
| None<br />
|-<br />
| 4.N.8<br />
| Select, use, and explain various meanings and models of multiplication and division of whole numbers. Understand and use the inverse relationship between the two operations.<br />
| None<br />
| None<br />
|-<br />
| 4.N.9<br />
| Select, use, and explain the commutative, associative, and identity properties of operations on whole numbers in problem situations, e.g., 37 x 46 = 46 x 37, (5 x 7) x 2 = 5 x (7 x 2).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.10|4.N.10]]<br />
| Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.<br />
| [http://gcompris.net/ Gcompris]<br />
| [http://activities.sugarlabs.org/en-US/sugar/addon/4165 GCompris Money 11] [http://activities.sugarlabs.org/en-US/sugar/addon/4166 GCompris Money Cents 11]<br />
|-<br />
| [[Teacher_Reporting/4.N.11|4.N.11]]<br />
| Know multiplication facts through 12 x 12 and related division facts. Use these facts to solve related multiplication problems and compute related problems, e.g., 3 x 5 is related to 30 x 50, 300 x 5, and 30 x 500.<br />
|[http://gcompris.net/ Gcompris]<br />
|[http://activities.sugarlabs.org/en-US/sugar/addon/4093 GCompris Algebra Guesscount 11]<br />
|-<br />
| 4.N.12<br />
| Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently.<br />
| [[Team:UTOS-XO|UTOS-XO]]<br />
| None<br />
|-<br />
| 4.N.13<br />
| Divide up to a three-digit whole number with a single-digit divisor (with or without remainders) accurately and efficiently. Interpret any remainders.<br />
| [[Team:UTOS-XO|UTOS-XO]]<br />
| None<br />
|-<br />
| 4.N.14<br />
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithms for addition and subtraction (up to five-digit numbers), and multiplication (up to three digits by two digits).<br />
| None<br />
| None<br />
|-<br />
| 4.N.15<br />
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithm for division of up to a three-digit whole number with a single-digit divisor (with or without remainders).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.16|4.N.16]]<br />
| Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000.<br />
| [http://wiki.sugarlabs.org/go/User:Ossfm User:ossfm]<br />
| Hop-A-Round<br />
|-<br />
| 4.N.17<br />
| Select and use a variety of strategies (e.g., front-end, rounding, and regrouping) to estimate quantities, measures, and the results of whole-number computations up to three-digit whole numbers and amounts of money to $1000, and to judge the reasonableness of the answer.<br />
| None<br />
| None<br />
|-<br />
| 4.N.18<br />
| Use concrete objects and visual models to add and subtract common fractions.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Patterns, Relations, and Algebra ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.P.1<br />
| Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, ….<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber], [[User:Dfu]]<br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| 4.P.2<br />
| Use symbol and letter variables (e.g. v, x) to represent unknowns or quantities that vary in expressions and in equations or inequalities (mathematical sentences that use =, <, >).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.P.3|4.P.3]]<br />
| Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3.<br />
| [[User:Gdk]] (developer),[[User:Rholden]]<br />
| https://fedorahosted.org/dungeonsofmongo/<br />
|-<br />
| 4.P.4<br />
| Use pictures, models, tables, charts, graphs, words, number sentences, and mathematical notations to interpret mathematical relationships.<br />
| None<br />
| None<br />
|-<br />
| 4.P.5<br />
| Solve problems involving proportional relationships, including unit pricing (e.g., four apples cost 80¢, so one apple costs 20¢) and map interpretation (e.g., one inch represents five miles, so two inches represent ten miles).<br />
| None<br />
| None<br />
|-<br />
| 4.P.6<br />
| Determine how change in one variable relates to a change in a second variable, e.g., input-output tables.<br />
| [[User:Rholden]]<br />
| None<br />
|}<br />
<br />
==== Geometry ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.G.1<br />
| Compare and analyze attributes and other features (e.g., number of sides, faces, corners, right angles, diagonals, and symmetry) of two- and three-dimensional geometric shapes.<br />
| None<br />
| None<br />
|-<br />
| 4.G.2<br />
| Describe, model, draw, compare, and classify two- and three-dimensional shapes, e.g., circles, polygons- especially triangles and quadrilaterals—cubes, spheres, and pyramids.<br />
| None<br />
| None<br />
|-<br />
| 4.G.3<br />
| Recognize similar figures.<br />
| None<br />
| None<br />
|-<br />
| 4.G.4<br />
| Identify angles as acute, right, or obtuse.<br />
| None<br />
| None<br />
|-<br />
| 4.G.5<br />
| Describe and draw intersecting, parallel, and perpendicular lines.<br />
| None<br />
| None<br />
|-<br />
| 4.G.6<br />
| Using ordered pairs of numbers and/or letters, graph, locate, identify points, and describe paths (first quadrant).<br />
| [http://danielsmw.fedorapeople.org/ Matthew Daniels], [http://www.cs.clemson.edu/~rseay Rob Seay]<br />
| [https://fedorahosted.org/nevhma/ Nevhma] (Under construction)<br />
|-<br />
| 4.G.7<br />
| Describe and apply techniques such as reflections (flips), rotations (turns), and translations (slides) for determining if two shapes are congruent.<br />
| None<br />
| None<br />
|-<br />
| 4.G.8<br />
| Identify and describe line symmetry in two-dimensional shapes.<br />
| None<br />
| None<br />
|-<br />
| 4.G.9<br />
| Predict and validate the results of partitioning, folding, and combining two- and three-dimensional shapes.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Measurement ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.M.1<br />
| Demonstrate an understanding of such attributes as length, area, weight, and volume, and select the appropriate type of unit for measuring each attribute.<br />
| None<br />
| None<br />
|-<br />
| 4.M.2<br />
| Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.<br />
| None<br />
| None<br />
|-<br />
| 4.M.3<br />
| Identify time to the minute on analog and digital clocks using a.m. and p.m. Compute elapsed time using a clock (e.g., hours and minutes since…) and using a calendar (e.g., days since…).<br />
| None<br />
| None<br />
|-<br />
| 4.M.4<br />
| Estimate and find area and perimeter of a rectangle, triangle, or irregular shape using diagrams, models, and grids or by measuring.<br />
| None<br />
| None<br />
|-<br />
| 4.M.5<br />
| Identify and use appropriate metric and English units and tools (e.g., ruler, angle ruler, graduated cylinder, thermometer) to estimate, measure, and solve problems involving length, area, volume, weight, time, angle size, and temperature.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Data Analysis, Statistics, and Probability ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.D.1<br />
| Collect and organize data using observations, measurements, surveys, or experiments, and identify appropriate ways to display the data.<br />
| None<br />
| None<br />
|-<br />
| 4.D.2<br />
| Match a representation of a data set such as lists, tables, or graphs (including circle graphs) with the actual set of data.<br />
| None<br />
| None<br />
|-<br />
| 4.D.3<br />
| Construct, draw conclusions, and make predictions from various representations of data sets, including tables, bar graphs, pictographs, line graphs, line plots, and tallies.<br />
| None<br />
| None<br />
|-<br />
| 4.D.4<br />
| Represent the possible outcomes for a simple probability situation, e.g., the probability of drawing a red marble from a bag containing three red marbles and four green marbles.<br />
| None<br />
| None<br />
|-<br />
| 4.D.5<br />
| List and count the number of possible combinations of objects from three sets, e.g., how many different outfits can one make from a set of three shirts, a set of two skirts, and a set of two hats?<br />
| None<br />
| None<br />
|-<br />
| 4.D.6<br />
| Classify outcomes as certain, likely, unlikely, or impossible by designing and conducting experiments using concrete objects such as counters, number cubes, spinners, or coins.<br />
| None<br />
| None<br />
|}<br />
<br />
=="How to Play/Use" for end user==<br />
<br />
Our project is not intended for a direct use by students. Components (not yet developed) under the scope of our project exist on students computer's in so far as facilitating the data movement from the XO to the XS. Therefore, there are no directions for students on how to use our application, it will be entirely transparent to them. When a student begins an activity which is compatible with our application, it will automatically report information to the API. Our application will then read this information from the API and produce reports to the teacher. We envision this interface to be web based, allowing the teacher to select particular games, and as a subcategory, the particular curriculum requirements in which that game uses.<br />
<br />
<br />
<br />
In order to run this script (parser.awk) issue the command, <pre>awk -f parser.awk students.dat</pre><br />
<br />
== Teachers guide ==<br />
<br />
Student.dat file fields:<pre><br />
MAC-ADDRESS STUDENT_NAME OPERATION CORRECT<br />
</pre><br />
<br />
Example:<pre><br />
0C7B6G0023BC Wesley 9/3+7 1<br />
0C7B6G04DBBA Jeremiah 4+10/7 0<br />
0C7B6GBA5D7D Billy 88-28*2 0<br />
0C7B6G07E9HB Bob 4*5 1<br />
</pre><br />
<br />
Ouput Example: <pre>Student Only + Contains + Only - Contains - Only * Contains * Only / Contains / Understands OoO?<br />
wes 25 28 12 100 80 83 71 53 no <br />
bob 80 77 0 66 100 100 33 60 yes <br />
jeremiah 0 0 16 33 40 50 14 33 no <br />
billy 66 70 33 53 50 37 100 80 yes <br />
</pre><br />
''note: This output is not reflective of the student.dat example data above''<br />
<br />
<br />
==XS SchoolServer on the XO==<br />
<br />
A major barrier to achieving our goals is the idea that the School Server needs the ability to be versatile and portable. While some may have resources to dedicate substantial hardware to such a server, others may find themselves with nothing more than the XO laptops. From this stems the idea of running this server on one of the XO laptops via either a USB flash drive, SD card, or the internal NAND hard drive.<br />
<br />
<br />
When fully installed on an SD card, the base operating system takes up about 1.6GB. There is a small amount of documentation available which is excellent and extremely helpful, but it can be difficult to use at times. Below is a quick break down of what we did and how to replicate it.<br />
<br />
====How To:====<br />
<br />
The most helpful website to read before beginning can be found here: [http://wiki.laptop.org/go/XS-on-XO Laptop.org's XS-on-XO.]<br />
<br />
=====Necessary hardware to replicate our setup includes:===== <br />
*XO Laptop<br />
*Linux Computer with SD Card Reader <br />
**Can be physical machine or virtual. Also, some things can be done in Windows.<br />
*SD card which is at least 4GB (We used an 8GB A-DATA SDHC)<br />
<br />
=====Un-compress the image:=====<br />
*Download the image file: [http://xs-dev.laptop.org/xs/other/OLPC-School-Server-0.5.2-dev01-i386.img.gz OLPC-School-Server-0.5.2-dev01-i386.img.gz]<br />
*Un-compress the file<br />
**In Windows, [http://www.rarlab.com/download.htm WinRAR] worked well.<br />
**In Linux, this command works just as well<pre>gzip -d OLPC-School-Server-0.5.2-dev01-i386.img.gz</pre><br />
<br />
=====Setting Up the Environment=====<br />
With the SD card connected to the Linux PC:<br />
*Using a tool of your choice format the SD card to ext2 or ext3 (Linux 83).<br />
**Gparted was excellent for formating the SD card to ext3, but fdisk would also work.<br />
*Mark the partition with the boot flag<br />
**This can be done using gparted, but in several instances errors were experienced. In lieu fdisk works great.<br />
**To enter fdisk, use <br />
<pre><br />
fdisk /dev/sd*1<br />
or<br />
fdisk /dev/mmcblk*p1<br />
</pre><br />
*where * is the letter associated with the SD device and the 1 is the partition. Once in fdisk, use the help to determine the specific command to mark the boot flag. In most instances it will be "a".<br />
*Next ensure the .img file, uncompressed previously, is accessible by the Linux machines.<br />
*Use the command, <br />
<pre><br />
dd if=OLPC-School-Server-0.5.2-dev01-i386.img of=/dev/sd*1<br />
or<br />
dd if=OLPC-School-Server-0.5.2-dev01-i386.img of=/dev/mmcblk*p1<br />
</pre><br />
**This will take some time depending on the system performance.<br />
*Use resize2fs to re-size the partition <br />
<pre><br />
resize2fs -p /dev/sd*1<br />
or<br />
resize2fs -p /dev/mmcblk*p1<br />
</pre><br />
<br />
=====Getting a Developer Key=====<br />
*First the XO must have a [http://wiki.laptop.org/go/Activation_and_Developer_Keys developer's key!!!]<br />
*The easiest way to go about obtaining this is to boot into the XO's Sugar OS. Open the browse application. Near the bottom right of the home page, there will be a link for "Get a Developer Key".<br />
**Click this link and on the next page click the "Submit Query." Go through this process again after 24 hours and the key should be available.<br />
**Upon return follow the directions displayed to download the key.<br />
*Reboot the XO and tap the "Esc" key to interrupt the booting procedure. At the ok prompt type: <pre>ok disable-security</pre><br />
**The machine will probably reboot. If so, tap the "Esc" key and type the above command again. It may reboot one final time.<br />
**Upon this reboot tap the "Esc" key again and type the above command a final time. It should print out:<br />
<pre><br />
ok disable-security<br />
No wp tag<br />
</pre><br />
<br />
=====Booting the XO from the SD=====<br />
More than likely, this will not work right away, most implementations require some tweaking prior to properly booting.<br />
*With the SD card inserted in the XO, turn the machine on and press the "Esc" key to interrupt start-up.<br />
*At the prompt type:<br />
<pre><br />
ok boot sd:\boot\olpc.fth<br />
</pre><br />
*It should attempt the boot sequence, but more than likely will fail with a Kernel Panic!!!....error<br />
*This is almost expected, but it's actually an important step. If you look further up on the screen, you should see an error in regards to mounting the file system. <br />
*Around this area, you should also see a list of strange numbers (i.e. b102:) followed by devices (i.e. ramdisk...)<br />
*Find the row for your SD card, it should be labeled something like:<br />
<pre><br />
b301: mmcblk0p1<br />
</pre><br />
*Remember the b301 number.<br />
*Connect the SD card back to the Linux PC.<br />
*Open the file /boot/olpc.fth<br />
**Here's a quick resource on what this is [http://wiki.laptop.org/go/SD_Boot_olpc.fth SD Booting].<br />
*You'll see a line like this:<br />
<pre><br />
" ro root=mmcblk0p1 rootdelay=1 console=ttyS0,115200 console=tty0 <br />
rootfstype=ext2 fbcon=font:SUN12x22" to boot-file<br />
</pre><br />
*Change the "root=******" to be the variable recorded earlier.<br />
*Save the changes and put the SD card back in the XO. Reboot the machine and at the prompt again type:<br />
<pre><br />
ok boot sd:\boot\olpc.fth<br />
</pre><br />
<br />
=====Post XS School Server Installation Configuration:=====<br />
The following are commands that were run after installing XS on a Virtual Machine. Idealy, the newly configured SD card can now act as the operating system for the Virtual Machine allowing further versatility. <br />
<br />
<pre><br />
yum groupinstall "GNOME Desktop Environment"<br />
<br />
edit /etc/inittab and change runlevel from 3 to 5 to startup in Gnome<br />
<br />
yum install mysql-server php php-mysql php-mbstring php-gd php-xmlrpc php-imap cvs<br />
<br />
service mysqld start<br />
mysqladmin -u root password 'mySecurePassword'<br />
mysql -u root -p<br />
mysql> CREATE DATABASE moodle CHARSET 'utf8';<br />
mysql> exit;<br />
chkconfig mysqld on<br />
--starts sql server; adds root admin user; logs into server and creates DB; <br />
--turns the service on on boot.<br />
<br />
cd /var/www<br />
cvs -z3 -d:pserver:anonymous@eu.cvs.moodle.org:/cvsroot/moodle co -r MOODLE_19_STABLE moodle<br />
--download and install/update with the latest version of moodle<br />
<br />
mkdir moodledata<br />
chown -R apache:apache moodle<br />
chown -R apache:apache moodledata<br />
--make directory in /var/www/ and change permissions.<br />
<br />
edit the file /etc/httpd/conf/httpd.conf<br />
change DocumentRoot "/var/www/html" to DocumentRoot "/var/www/moodle"<br />
change <Directory "/var/www/html"> to <Directory "/var/www/moodle"><br />
then you must restart the apache server by issuing the command:<br />
service httpd restart<br />
<br />
</pre><br />
<br />
==Documentation & Resources==<br />
<br />
'''Installing MySQL:''' <br><br />
[[image:ScreenInstalling.png]]</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting&diff=34460Teacher Reporting2009-08-01T19:47:19Z<p>Wwdillingham: </p>
<hr />
<div>{{TOCright}}<br />
==Description==<br />
<br />
A custom [http://moodle.org/ Moodle] [http://docs.moodle.org/en/Quiz_module quiz module] which, in addition to the standard Moodle quiz features, analyzes the questions posed to the student for various qualities, such as compliance with [[User:Gdk/4th_Grade_Maths | Curriculum Standards]].<br />
<br />
The modified Moodle modules will run on a customized XS School Server operating system. Our goal is to allow results and / or grades, from student activities to be readily available to teachers. Based on their wants and needs, the teachers can then generate custom reports on a class or student and have the ability to determine what types of problems students are finding most difficult. In the end we imagine the XS environment running on an XO itself, allowing the teachers the same portability as the students.<br />
==Collaboration==<br />
<br />
To help in code contribution of this project, please visit us at our [http://git.sugarlabs.org/projects/teacher-reporting Gitorious project page.]<br />
<br />
==Project Members==<br />
* '''Project Manager:''' [[User:Wwdillingham | Wesley Dillingham]] <br />
* '''Additional Group Members:''' [[User:jrgreen118 | Jeremiah Green]], [[User:FGrose | Fred Grose]]<br />
<br><br />
<br />
==Goals==<br />
*Expand upon the PHP of the Moodle Quiz Module to parse questions involving mathematical operations for characteristics contained in the [http://www.doe.mass.edu/frameworks/current.html Massachusetts Curriculum Framework for Mathematics.] <br />
*Run Moodle with the modified quiz module on an XO running [[olpc:School_server | XS]], The '''X'''O school '''S'''erver.<br />
*Have Moodle's latest stable release functioning on an XO running XS using the techniques outlined [[olpc:XS-on-XO | here]].<br />
*Have PHP calls successfully querying mock student results from Moodle's PostgreSQL database running on XS.<br />
<br />
==Data Flow Diagram==<br />
[[image:Teacher_Reporting_Diagram.jpg|800px|]]<br />
<br><br />
<br />
==Curriculum Requirements and Relevant Activities==<br />
<br />
=== Math 4 ===<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
==== Number sense and Operations ====<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| [[Teacher_Reporting/4.N.1|4.N.1]]<br />
| Exhibit an understanding of the base ten number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000; demonstrating an understanding of the values of the digits; and comparing and ordering the numbers.<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber]<br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| [[Teacher_Reporting/4.N.2|4.N.2]]<br />
| Represent, order, and compare large numbers (to at least 100,000) using various forms, including expanded notation, e.g., 853 = 8 x 100 + 5 x 10 + 3.<br />
| [[Team:UTOS-XO|UTOS-XO]], [http://sadamclemson.blogspot.com/ Adam Schreiber] <br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| 4.N.3<br />
| Demonstrate an understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on the number line.<br />
| None<br />
| None<br />
|-<br />
| 4.N.4<br />
| Select, use, and explain models to relate common fractions and mixed numbers (1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, 1/12, and 11/2), find equivalent fractions, mixed numbers, and decimals, and order fractions.<br />
| None<br />
| None<br />
|-<br />
| 4.N.5<br />
| Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.6|4.N.6]]<br />
| Exhibit an understanding of the base ten number system by reading, naming, and writing decimals between 0 and 1 up to the hundredths.<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber]<br />
| [http://git.sugarlabs.org/projects/deci Deci ] <br />
|-<br />
| 4.N.7<br />
| Recognize classes (in particular, odds, evens; factors or multiples of a given number; and squares) to which a number may belong, and identify the numbers in those classes. Use these in the solution of problems.<br />
| [http://en.opensuse.org/User:Dglenn Doug Glenn]<br />
| None<br />
|-<br />
| 4.N.8<br />
| Select, use, and explain various meanings and models of multiplication and division of whole numbers. Understand and use the inverse relationship between the two operations.<br />
| None<br />
| None<br />
|-<br />
| 4.N.9<br />
| Select, use, and explain the commutative, associative, and identity properties of operations on whole numbers in problem situations, e.g., 37 x 46 = 46 x 37, (5 x 7) x 2 = 5 x (7 x 2).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.10|4.N.10]]<br />
| Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.<br />
| [http://gcompris.net/ Gcompris]<br />
| [http://activities.sugarlabs.org/en-US/sugar/addon/4165 GCompris Money 11] [http://activities.sugarlabs.org/en-US/sugar/addon/4166 GCompris Money Cents 11]<br />
|-<br />
| [[Teacher_Reporting/4.N.11|4.N.11]]<br />
| Know multiplication facts through 12 x 12 and related division facts. Use these facts to solve related multiplication problems and compute related problems, e.g., 3 x 5 is related to 30 x 50, 300 x 5, and 30 x 500.<br />
|[http://gcompris.net/ Gcompris]<br />
|[http://activities.sugarlabs.org/en-US/sugar/addon/4093 GCompris Algebra Guesscount 11]<br />
|-<br />
| 4.N.12<br />
| Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently.<br />
| [[Team:UTOS-XO|UTOS-XO]]<br />
| None<br />
|-<br />
| 4.N.13<br />
| Divide up to a three-digit whole number with a single-digit divisor (with or without remainders) accurately and efficiently. Interpret any remainders.<br />
| [[Team:UTOS-XO|UTOS-XO]]<br />
| None<br />
|-<br />
| 4.N.14<br />
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithms for addition and subtraction (up to five-digit numbers), and multiplication (up to three digits by two digits).<br />
| None<br />
| None<br />
|-<br />
| 4.N.15<br />
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithm for division of up to a three-digit whole number with a single-digit divisor (with or without remainders).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.16|4.N.16]]<br />
| Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000.<br />
| [http://wiki.sugarlabs.org/go/User:Ossfm User:ossfm]<br />
| Hop-A-Round<br />
|-<br />
| 4.N.17<br />
| Select and use a variety of strategies (e.g., front-end, rounding, and regrouping) to estimate quantities, measures, and the results of whole-number computations up to three-digit whole numbers and amounts of money to $1000, and to judge the reasonableness of the answer.<br />
| None<br />
| None<br />
|-<br />
| 4.N.18<br />
| Use concrete objects and visual models to add and subtract common fractions.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Patterns, Relations, and Algebra ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.P.1<br />
| Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, ….<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber], [[User:Dfu]]<br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| 4.P.2<br />
| Use symbol and letter variables (e.g. v, x) to represent unknowns or quantities that vary in expressions and in equations or inequalities (mathematical sentences that use =, <, >).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.P.3|4.P.3]]<br />
| Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3.<br />
| [[User:Gdk]] (developer),[[User:Rholden]]<br />
| https://fedorahosted.org/dungeonsofmongo/<br />
|-<br />
| 4.P.4<br />
| Use pictures, models, tables, charts, graphs, words, number sentences, and mathematical notations to interpret mathematical relationships.<br />
| None<br />
| None<br />
|-<br />
| 4.P.5<br />
| Solve problems involving proportional relationships, including unit pricing (e.g., four apples cost 80¢, so one apple costs 20¢) and map interpretation (e.g., one inch represents five miles, so two inches represent ten miles).<br />
| None<br />
| None<br />
|-<br />
| 4.P.6<br />
| Determine how change in one variable relates to a change in a second variable, e.g., input-output tables.<br />
| [[User:Rholden]]<br />
| None<br />
|}<br />
<br />
==== Geometry ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.G.1<br />
| Compare and analyze attributes and other features (e.g., number of sides, faces, corners, right angles, diagonals, and symmetry) of two- and three-dimensional geometric shapes.<br />
| None<br />
| None<br />
|-<br />
| 4.G.2<br />
| Describe, model, draw, compare, and classify two- and three-dimensional shapes, e.g., circles, polygons- especially triangles and quadrilaterals—cubes, spheres, and pyramids.<br />
| None<br />
| None<br />
|-<br />
| 4.G.3<br />
| Recognize similar figures.<br />
| None<br />
| None<br />
|-<br />
| 4.G.4<br />
| Identify angles as acute, right, or obtuse.<br />
| None<br />
| None<br />
|-<br />
| 4.G.5<br />
| Describe and draw intersecting, parallel, and perpendicular lines.<br />
| None<br />
| None<br />
|-<br />
| 4.G.6<br />
| Using ordered pairs of numbers and/or letters, graph, locate, identify points, and describe paths (first quadrant).<br />
| [http://danielsmw.fedorapeople.org/ Matthew Daniels], [http://www.cs.clemson.edu/~rseay Rob Seay]<br />
| [https://fedorahosted.org/nevhma/ Nevhma] (Under construction)<br />
|-<br />
| 4.G.7<br />
| Describe and apply techniques such as reflections (flips), rotations (turns), and translations (slides) for determining if two shapes are congruent.<br />
| None<br />
| None<br />
|-<br />
| 4.G.8<br />
| Identify and describe line symmetry in two-dimensional shapes.<br />
| None<br />
| None<br />
|-<br />
| 4.G.9<br />
| Predict and validate the results of partitioning, folding, and combining two- and three-dimensional shapes.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Measurement ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.M.1<br />
| Demonstrate an understanding of such attributes as length, area, weight, and volume, and select the appropriate type of unit for measuring each attribute.<br />
| None<br />
| None<br />
|-<br />
| 4.M.2<br />
| Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.<br />
| None<br />
| None<br />
|-<br />
| 4.M.3<br />
| Identify time to the minute on analog and digital clocks using a.m. and p.m. Compute elapsed time using a clock (e.g., hours and minutes since…) and using a calendar (e.g., days since…).<br />
| None<br />
| None<br />
|-<br />
| 4.M.4<br />
| Estimate and find area and perimeter of a rectangle, triangle, or irregular shape using diagrams, models, and grids or by measuring.<br />
| None<br />
| None<br />
|-<br />
| 4.M.5<br />
| Identify and use appropriate metric and English units and tools (e.g., ruler, angle ruler, graduated cylinder, thermometer) to estimate, measure, and solve problems involving length, area, volume, weight, time, angle size, and temperature.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Data Analysis, Statistics, and Probability ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.D.1<br />
| Collect and organize data using observations, measurements, surveys, or experiments, and identify appropriate ways to display the data.<br />
| None<br />
| None<br />
|-<br />
| 4.D.2<br />
| Match a representation of a data set such as lists, tables, or graphs (including circle graphs) with the actual set of data.<br />
| None<br />
| None<br />
|-<br />
| 4.D.3<br />
| Construct, draw conclusions, and make predictions from various representations of data sets, including tables, bar graphs, pictographs, line graphs, line plots, and tallies.<br />
| None<br />
| None<br />
|-<br />
| 4.D.4<br />
| Represent the possible outcomes for a simple probability situation, e.g., the probability of drawing a red marble from a bag containing three red marbles and four green marbles.<br />
| None<br />
| None<br />
|-<br />
| 4.D.5<br />
| List and count the number of possible combinations of objects from three sets, e.g., how many different outfits can one make from a set of three shirts, a set of two skirts, and a set of two hats?<br />
| None<br />
| None<br />
|-<br />
| 4.D.6<br />
| Classify outcomes as certain, likely, unlikely, or impossible by designing and conducting experiments using concrete objects such as counters, number cubes, spinners, or coins.<br />
| None<br />
| None<br />
|}<br />
<br />
=="How to Play/Use" for end user==<br />
<br />
Our project is not intended for a direct use by students. Components (not yet developed) under the scope of our project exist on students computer's in so far as facilitating the data movement from the XO to the XS. Therefore, there are no directions for students on how to use our application, it will be entirely transparent to them. When a student begins an activity which is compatible with our application, it will automatically report information to the API. Our application will then read this information from the API and produce reports to the teacher. We envision this interface to be web based, allowing the teacher to select particular games, and as a subcategory, the particular curriculum requirements in which that game uses.<br />
<br />
At this moment (5/18/2009) we only have a script which analyzes performance on particular mathematical operations and the students ability to understand order of operations. <br />
<br />
In order to run this script (parser.awk) issue the command, <pre>awk -f parser.awk students.dat</pre><br />
<br />
== Teachers guide ==<br />
<br />
Student.dat file fields:<pre><br />
MAC-ADDRESS STUDENT_NAME OPERATION CORRECT<br />
</pre><br />
<br />
Example:<pre><br />
0C7B6G0023BC Wesley 9/3+7 1<br />
0C7B6G04DBBA Jeremiah 4+10/7 0<br />
0C7B6GBA5D7D Billy 88-28*2 0<br />
0C7B6G07E9HB Bob 4*5 1<br />
</pre><br />
<br />
Ouput Example: <pre>Student Only + Contains + Only - Contains - Only * Contains * Only / Contains / Understands OoO?<br />
wes 25 28 12 100 80 83 71 53 no <br />
bob 80 77 0 66 100 100 33 60 yes <br />
jeremiah 0 0 16 33 40 50 14 33 no <br />
billy 66 70 33 53 50 37 100 80 yes <br />
</pre><br />
''note: This output is not reflective of the student.dat example data above''<br />
<br />
<br />
==XS SchoolServer on the XO==<br />
<br />
A major barrier to achieving our goals is the idea that the School Server needs the ability to be versatile and portable. While some may have resources to dedicate substantial hardware to such a server, others may find themselves with nothing more than the XO laptops. From this stems the idea of running this server on one of the XO laptops via either a USB flash drive, SD card, or the internal NAND hard drive.<br />
<br />
<br />
When fully installed on an SD card, the base operating system takes up about 1.6GB. There is a small amount of documentation available which is excellent and extremely helpful, but it can be difficult to use at times. Below is a quick break down of what we did and how to replicate it.<br />
<br />
====How To:====<br />
<br />
The most helpful website to read before beginning can be found here: [http://wiki.laptop.org/go/XS-on-XO Laptop.org's XS-on-XO.]<br />
<br />
=====Necessary hardware to replicate our setup includes:===== <br />
*XO Laptop<br />
*Linux Computer with SD Card Reader <br />
**Can be physical machine or virtual. Also, some things can be done in Windows.<br />
*SD card which is at least 4GB (We used an 8GB A-DATA SDHC)<br />
<br />
=====Un-compress the image:=====<br />
*Download the image file: [http://xs-dev.laptop.org/xs/other/OLPC-School-Server-0.5.2-dev01-i386.img.gz OLPC-School-Server-0.5.2-dev01-i386.img.gz]<br />
*Un-compress the file<br />
**In Windows, [http://www.rarlab.com/download.htm WinRAR] worked well.<br />
**In Linux, this command works just as well<pre>gzip -d OLPC-School-Server-0.5.2-dev01-i386.img.gz</pre><br />
<br />
=====Setting Up the Environment=====<br />
With the SD card connected to the Linux PC:<br />
*Using a tool of your choice format the SD card to ext2 or ext3 (Linux 83).<br />
**Gparted was excellent for formating the SD card to ext3, but fdisk would also work.<br />
*Mark the partition with the boot flag<br />
**This can be done using gparted, but in several instances errors were experienced. In lieu fdisk works great.<br />
**To enter fdisk, use <br />
<pre><br />
fdisk /dev/sd*1<br />
or<br />
fdisk /dev/mmcblk*p1<br />
</pre><br />
*where * is the letter associated with the SD device and the 1 is the partition. Once in fdisk, use the help to determine the specific command to mark the boot flag. In most instances it will be "a".<br />
*Next ensure the .img file, uncompressed previously, is accessible by the Linux machines.<br />
*Use the command, <br />
<pre><br />
dd if=OLPC-School-Server-0.5.2-dev01-i386.img of=/dev/sd*1<br />
or<br />
dd if=OLPC-School-Server-0.5.2-dev01-i386.img of=/dev/mmcblk*p1<br />
</pre><br />
**This will take some time depending on the system performance.<br />
*Use resize2fs to re-size the partition <br />
<pre><br />
resize2fs -p /dev/sd*1<br />
or<br />
resize2fs -p /dev/mmcblk*p1<br />
</pre><br />
<br />
=====Getting a Developer Key=====<br />
*First the XO must have a [http://wiki.laptop.org/go/Activation_and_Developer_Keys developer's key!!!]<br />
*The easiest way to go about obtaining this is to boot into the XO's Sugar OS. Open the browse application. Near the bottom right of the home page, there will be a link for "Get a Developer Key".<br />
**Click this link and on the next page click the "Submit Query." Go through this process again after 24 hours and the key should be available.<br />
**Upon return follow the directions displayed to download the key.<br />
*Reboot the XO and tap the "Esc" key to interrupt the booting procedure. At the ok prompt type: <pre>ok disable-security</pre><br />
**The machine will probably reboot. If so, tap the "Esc" key and type the above command again. It may reboot one final time.<br />
**Upon this reboot tap the "Esc" key again and type the above command a final time. It should print out:<br />
<pre><br />
ok disable-security<br />
No wp tag<br />
</pre><br />
<br />
=====Booting the XO from the SD=====<br />
More than likely, this will not work right away, most implementations require some tweaking prior to properly booting.<br />
*With the SD card inserted in the XO, turn the machine on and press the "Esc" key to interrupt start-up.<br />
*At the prompt type:<br />
<pre><br />
ok boot sd:\boot\olpc.fth<br />
</pre><br />
*It should attempt the boot sequence, but more than likely will fail with a Kernel Panic!!!....error<br />
*This is almost expected, but it's actually an important step. If you look further up on the screen, you should see an error in regards to mounting the file system. <br />
*Around this area, you should also see a list of strange numbers (i.e. b102:) followed by devices (i.e. ramdisk...)<br />
*Find the row for your SD card, it should be labeled something like:<br />
<pre><br />
b301: mmcblk0p1<br />
</pre><br />
*Remember the b301 number.<br />
*Connect the SD card back to the Linux PC.<br />
*Open the file /boot/olpc.fth<br />
**Here's a quick resource on what this is [http://wiki.laptop.org/go/SD_Boot_olpc.fth SD Booting].<br />
*You'll see a line like this:<br />
<pre><br />
" ro root=mmcblk0p1 rootdelay=1 console=ttyS0,115200 console=tty0 <br />
rootfstype=ext2 fbcon=font:SUN12x22" to boot-file<br />
</pre><br />
*Change the "root=******" to be the variable recorded earlier.<br />
*Save the changes and put the SD card back in the XO. Reboot the machine and at the prompt again type:<br />
<pre><br />
ok boot sd:\boot\olpc.fth<br />
</pre><br />
<br />
=====Post XS School Server Installation Configuration:=====<br />
The following are commands that were run after installing XS on a Virtual Machine. Idealy, the newly configured SD card can now act as the operating system for the Virtual Machine allowing further versatility. <br />
<br />
<pre><br />
yum groupinstall "GNOME Desktop Environment"<br />
<br />
edit /etc/inittab and change runlevel from 3 to 5 to startup in Gnome<br />
<br />
yum install mysql-server php php-mysql php-mbstring php-gd php-xmlrpc php-imap cvs<br />
<br />
service mysqld start<br />
mysqladmin -u root password 'mySecurePassword'<br />
mysql -u root -p<br />
mysql> CREATE DATABASE moodle CHARSET 'utf8';<br />
mysql> exit;<br />
chkconfig mysqld on<br />
--starts sql server; adds root admin user; logs into server and creates DB; <br />
--turns the service on on boot.<br />
<br />
cd /var/www<br />
cvs -z3 -d:pserver:anonymous@eu.cvs.moodle.org:/cvsroot/moodle co -r MOODLE_19_STABLE moodle<br />
--download and install/update with the latest version of moodle<br />
<br />
mkdir moodledata<br />
chown -R apache:apache moodle<br />
chown -R apache:apache moodledata<br />
--make directory in /var/www/ and change permissions.<br />
<br />
edit the file /etc/httpd/conf/httpd.conf<br />
change DocumentRoot "/var/www/html" to DocumentRoot "/var/www/moodle"<br />
change <Directory "/var/www/html"> to <Directory "/var/www/moodle"><br />
then you must restart the apache server by issuing the command:<br />
service httpd restart<br />
<br />
</pre><br />
<br />
==Documentation & Resources==<br />
<br />
'''Installing MySQL:''' <br><br />
[[image:ScreenInstalling.png]]</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting&diff=34459Teacher Reporting2009-08-01T19:43:50Z<p>Wwdillingham: /* Curriculum Requirements and Relevant Activities */</p>
<hr />
<div>{{TOCright}}<br />
==Description==<br />
<br />
A custom [http://moodle.org/ Moodle] [http://docs.moodle.org/en/Quiz_module quiz module] which, in addition to the standard Moodle quiz features, analyzes the questions posed to the student for various qualities, such as compliance with [[User:Gdk/4th_Grade_Maths | Curriculum Standards]].<br />
<br />
The modified Moodle modules will run on a customized XS School Server operating system. Our goal is to allow results and / or grades, from student activities to be readily available to teachers. Based on their wants and needs, the teachers can then generate custom reports on a class or student and have the ability to determine what types of problems students are finding most difficult. In the end we imagine the XS environment running on an XO itself, allowing the teachers the same portability as the students.<br />
==Collaboration==<br />
<br />
To help in code contribution of this project, please visit us at our [http://git.sugarlabs.org/projects/teacher-reporting Gitorious project page.]<br />
<br />
==Project Members==<br />
* '''Project Manager:''' [[User:Wwdillingham | Wesley Dillingham]] <br />
* '''Additional Group Members:''' [[User:jrgreen118 | Jeremiah Green]], [[User:FGrose | Fred Grose]]<br />
<br><br />
<br />
==Goals==<br />
*Expand upon the PHP of the Moodle Quiz Module to parse questions involving mathematical operations for characteristics contained in the [http://www.doe.mass.edu/frameworks/current.html Massachusetts Curriculum Framework for Mathematics.] <br />
*Run Moodle with the modified quiz module on an XO running [[olpc:School_server | XS]], The '''X'''O school '''S'''erver.<br />
*Have Moodle's latest stable release functioning on an XO running XS using the techniques outlined [[olpc:XS-on-XO | here]].<br />
*Have PHP calls successfully querying mock student results from Moodle's PostgreSQL database running on XS.<br />
<br />
==Data Flow Diagram==<br />
[[image:Teacher_Reporting_Diagram.jpg|800px|]]<br />
<br><br />
<br />
==Curriculum Requirements and Relevant Activities==<br />
<br />
=== Math 4 ===<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
==== Number sense and Operations ====<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| [[Teacher_Reporting/4.N.1|4.N.1]]<br />
| Exhibit an understanding of the base ten number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000; demonstrating an understanding of the values of the digits; and comparing and ordering the numbers.<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber]<br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| [[Teacher_Reporting/4.N.2|4.N.2]]<br />
| Represent, order, and compare large numbers (to at least 100,000) using various forms, including expanded notation, e.g., 853 = 8 x 100 + 5 x 10 + 3.<br />
| [[Team:UTOS-XO|UTOS-XO]], [http://sadamclemson.blogspot.com/ Adam Schreiber] <br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| 4.N.3<br />
| Demonstrate an understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on the number line.<br />
| None<br />
| None<br />
|-<br />
| 4.N.4<br />
| Select, use, and explain models to relate common fractions and mixed numbers (1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, 1/12, and 11/2), find equivalent fractions, mixed numbers, and decimals, and order fractions.<br />
| None<br />
| None<br />
|-<br />
| 4.N.5<br />
| Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.6|4.N.6]]<br />
| Exhibit an understanding of the base ten number system by reading, naming, and writing decimals between 0 and 1 up to the hundredths.<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber]<br />
| [http://git.sugarlabs.org/projects/deci Deci ] <br />
|-<br />
| 4.N.7<br />
| Recognize classes (in particular, odds, evens; factors or multiples of a given number; and squares) to which a number may belong, and identify the numbers in those classes. Use these in the solution of problems.<br />
| [http://en.opensuse.org/User:Dglenn Doug Glenn]<br />
| None<br />
|-<br />
| 4.N.8<br />
| Select, use, and explain various meanings and models of multiplication and division of whole numbers. Understand and use the inverse relationship between the two operations.<br />
| None<br />
| None<br />
|-<br />
| 4.N.9<br />
| Select, use, and explain the commutative, associative, and identity properties of operations on whole numbers in problem situations, e.g., 37 x 46 = 46 x 37, (5 x 7) x 2 = 5 x (7 x 2).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.10|4.N.10]]<br />
| Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.<br />
| [http://gcompris.net/ Gcompris]<br />
| [http://activities.sugarlabs.org/en-US/sugar/addon/4165 GCompris Money 11] [http://activities.sugarlabs.org/en-US/sugar/addon/4166 GCompris Money Cents 11]<br />
|-<br />
| [[Teacher_Reporting/4.N.11|4.N.11]]<br />
| Know multiplication facts through 12 x 12 and related division facts. Use these facts to solve related multiplication problems and compute related problems, e.g., 3 x 5 is related to 30 x 50, 300 x 5, and 30 x 500.<br />
|[http://gcompris.net/ Gcompris]<br />
|[http://activities.sugarlabs.org/en-US/sugar/addon/4093 GCompris Algebra Guesscount 11]<br />
|-<br />
| 4.N.12<br />
| Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently.<br />
| [[Team:UTOS-XO|UTOS-XO]]<br />
| None<br />
|-<br />
| 4.N.13<br />
| Divide up to a three-digit whole number with a single-digit divisor (with or without remainders) accurately and efficiently. Interpret any remainders.<br />
| [[Team:UTOS-XO|UTOS-XO]]<br />
| None<br />
|-<br />
| 4.N.14<br />
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithms for addition and subtraction (up to five-digit numbers), and multiplication (up to three digits by two digits).<br />
| None<br />
| None<br />
|-<br />
| 4.N.15<br />
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithm for division of up to a three-digit whole number with a single-digit divisor (with or without remainders).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.16|4.N.16]]<br />
| Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000.<br />
| [http://wiki.sugarlabs.org/go/User:Ossfm User:ossfm]<br />
| Hop-A-Round<br />
|-<br />
| 4.N.17<br />
| Select and use a variety of strategies (e.g., front-end, rounding, and regrouping) to estimate quantities, measures, and the results of whole-number computations up to three-digit whole numbers and amounts of money to $1000, and to judge the reasonableness of the answer.<br />
| None<br />
| None<br />
|-<br />
| 4.N.18<br />
| Use concrete objects and visual models to add and subtract common fractions.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Patterns, Relations, and Algebra ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.P.1<br />
| Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, ….<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber], [[User:Dfu]]<br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| 4.P.2<br />
| Use symbol and letter variables (e.g. v, x) to represent unknowns or quantities that vary in expressions and in equations or inequalities (mathematical sentences that use =, <, >).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.P.3|4.P.3]]<br />
| Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3.<br />
| [[User:Gdk]] (developer),[[User:Rholden]]<br />
| https://fedorahosted.org/dungeonsofmongo/<br />
|-<br />
| 4.P.4<br />
| Use pictures, models, tables, charts, graphs, words, number sentences, and mathematical notations to interpret mathematical relationships.<br />
| None<br />
| None<br />
|-<br />
| 4.P.5<br />
| Solve problems involving proportional relationships, including unit pricing (e.g., four apples cost 80¢, so one apple costs 20¢) and map interpretation (e.g., one inch represents five miles, so two inches represent ten miles).<br />
| None<br />
| None<br />
|-<br />
| 4.P.6<br />
| Determine how change in one variable relates to a change in a second variable, e.g., input-output tables.<br />
| [[User:Rholden]]<br />
| None<br />
|}<br />
<br />
==== Geometry ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.G.1<br />
| Compare and analyze attributes and other features (e.g., number of sides, faces, corners, right angles, diagonals, and symmetry) of two- and three-dimensional geometric shapes.<br />
| None<br />
| None<br />
|-<br />
| 4.G.2<br />
| Describe, model, draw, compare, and classify two- and three-dimensional shapes, e.g., circles, polygons- especially triangles and quadrilaterals—cubes, spheres, and pyramids.<br />
| None<br />
| None<br />
|-<br />
| 4.G.3<br />
| Recognize similar figures.<br />
| None<br />
| None<br />
|-<br />
| 4.G.4<br />
| Identify angles as acute, right, or obtuse.<br />
| None<br />
| None<br />
|-<br />
| 4.G.5<br />
| Describe and draw intersecting, parallel, and perpendicular lines.<br />
| None<br />
| None<br />
|-<br />
| 4.G.6<br />
| Using ordered pairs of numbers and/or letters, graph, locate, identify points, and describe paths (first quadrant).<br />
| [http://danielsmw.fedorapeople.org/ Matthew Daniels], [http://www.cs.clemson.edu/~rseay Rob Seay]<br />
| [https://fedorahosted.org/nevhma/ Nevhma] (Under construction)<br />
|-<br />
| 4.G.7<br />
| Describe and apply techniques such as reflections (flips), rotations (turns), and translations (slides) for determining if two shapes are congruent.<br />
| None<br />
| None<br />
|-<br />
| 4.G.8<br />
| Identify and describe line symmetry in two-dimensional shapes.<br />
| None<br />
| None<br />
|-<br />
| 4.G.9<br />
| Predict and validate the results of partitioning, folding, and combining two- and three-dimensional shapes.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Measurement ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.M.1<br />
| Demonstrate an understanding of such attributes as length, area, weight, and volume, and select the appropriate type of unit for measuring each attribute.<br />
| None<br />
| None<br />
|-<br />
| 4.M.2<br />
| Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.<br />
| None<br />
| None<br />
|-<br />
| 4.M.3<br />
| Identify time to the minute on analog and digital clocks using a.m. and p.m. Compute elapsed time using a clock (e.g., hours and minutes since…) and using a calendar (e.g., days since…).<br />
| None<br />
| None<br />
|-<br />
| 4.M.4<br />
| Estimate and find area and perimeter of a rectangle, triangle, or irregular shape using diagrams, models, and grids or by measuring.<br />
| None<br />
| None<br />
|-<br />
| 4.M.5<br />
| Identify and use appropriate metric and English units and tools (e.g., ruler, angle ruler, graduated cylinder, thermometer) to estimate, measure, and solve problems involving length, area, volume, weight, time, angle size, and temperature.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Data Analysis, Statistics, and Probability ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.D.1<br />
| Collect and organize data using observations, measurements, surveys, or experiments, and identify appropriate ways to display the data.<br />
| None<br />
| None<br />
|-<br />
| 4.D.2<br />
| Match a representation of a data set such as lists, tables, or graphs (including circle graphs) with the actual set of data.<br />
| None<br />
| None<br />
|-<br />
| 4.D.3<br />
| Construct, draw conclusions, and make predictions from various representations of data sets, including tables, bar graphs, pictographs, line graphs, line plots, and tallies.<br />
| None<br />
| None<br />
|-<br />
| 4.D.4<br />
| Represent the possible outcomes for a simple probability situation, e.g., the probability of drawing a red marble from a bag containing three red marbles and four green marbles.<br />
| None<br />
| None<br />
|-<br />
| 4.D.5<br />
| List and count the number of possible combinations of objects from three sets, e.g., how many different outfits can one make from a set of three shirts, a set of two skirts, and a set of two hats?<br />
| None<br />
| None<br />
|-<br />
| 4.D.6<br />
| Classify outcomes as certain, likely, unlikely, or impossible by designing and conducting experiments using concrete objects such as counters, number cubes, spinners, or coins.<br />
| None<br />
| None<br />
|}<br />
<br />
=="How to Play/Use" for end user==<br />
<br />
Our project is not intended for a direct use by students. Components (not yet developed) under the scope of our project exist on students computer's in so far as facilitating the data movement from the XO to the XS. Therefore, there are no directions for students on how to use our application, it will be entirely transparent to them. When a student begins an activity which is compatible with our application, it will automatically report information to the API. Our application will then read this information from the API and produce reports to the teacher. We envision this interface to be web based, allowing the teacher to select particular games, and as a subcategory, the particular curriculum requirements in which that game uses.<br />
<br />
At this moment (5/18/2009) we only have a script which analyzes performance on particular mathematical operations and the students ability to understand order of operations. <br />
<br />
In order to run this script (parser.awk) issue the command, <pre>awk -f parser.awk students.dat</pre><br />
<br />
== Teachers guide ==<br />
<br />
Student.dat file fields:<pre><br />
MAC-ADDRESS STUDENT_NAME OPERATION CORRECT<br />
</pre><br />
<br />
Example:<pre><br />
0C7B6G0023BC Wesley 9/3+7 1<br />
0C7B6G04DBBA Jeremiah 4+10/7 0<br />
0C7B6GBA5D7D Billy 88-28*2 0<br />
0C7B6G07E9HB Bob 4*5 1<br />
</pre><br />
<br />
Ouput Example: <pre>Student Only + Contains + Only - Contains - Only * Contains * Only / Contains / Understands OoO?<br />
wes 25 28 12 100 80 83 71 53 no <br />
bob 80 77 0 66 100 100 33 60 yes <br />
jeremiah 0 0 16 33 40 50 14 33 no <br />
billy 66 70 33 53 50 37 100 80 yes <br />
</pre><br />
''note: This output is not reflective of the student.dat example data above''<br />
<br />
<br />
==XS SchoolServer on the XO==<br />
<br />
A major barrier to achieving our goals is the idea that the School Server needs the ability to be versatile and portable. While some may have resources to dedicate substantial hardware to such a server, others may find themselves with nothing more than the XO laptops. From this stems the idea of running this server on one of the XO laptops via either a USB flash drive, SD card, or the internal NAND hard drive.<br />
<br />
<br />
When fully installed on an SD card, the base operating system takes up about 1.6GB. There is a small amount of documentation available which is excellent and extremely helpful, but it can be difficult to use at times. Below is a quick break down of what we did and how to replicate it.<br />
<br />
====How To:====<br />
<br />
The most helpful website to read before beginning can be found here: [http://wiki.laptop.org/go/XS-on-XO Laptop.org's XS-on-XO.]<br />
<br />
=====Necessary hardware to replicate our setup includes:===== <br />
*XO Laptop<br />
*Linux Computer with SD Card Reader <br />
**Can be physical machine or virtual. Also, some things can be done in Windows.<br />
*SD card which is at least 4GB (We used an 8GB A-DATA SDHC)<br />
<br />
=====Un-compress the image:=====<br />
*Download the image file: [http://xs-dev.laptop.org/xs/other/OLPC-School-Server-0.5.2-dev01-i386.img.gz OLPC-School-Server-0.5.2-dev01-i386.img.gz]<br />
*Un-compress the file<br />
**In Windows, [http://www.rarlab.com/download.htm WinRAR] worked well.<br />
**In Linux, this command works just as well<pre>gzip -d OLPC-School-Server-0.5.2-dev01-i386.img.gz</pre><br />
<br />
=====Setting Up the Environment=====<br />
With the SD card connected to the Linux PC:<br />
*Using a tool of your choice format the SD card to ext2 or ext3 (Linux 83).<br />
**Gparted was excellent for formating the SD card to ext3, but fdisk would also work.<br />
*Mark the partition with the boot flag<br />
**This can be done using gparted, but in several instances errors were experienced. In lieu fdisk works great.<br />
**To enter fdisk, use <br />
<pre><br />
fdisk /dev/sd*1<br />
or<br />
fdisk /dev/mmcblk*p1<br />
</pre><br />
*where * is the letter associated with the SD device and the 1 is the partition. Once in fdisk, use the help to determine the specific command to mark the boot flag. In most instances it will be "a".<br />
*Next ensure the .img file, uncompressed previously, is accessible by the Linux machines.<br />
*Use the command, <br />
<pre><br />
dd if=OLPC-School-Server-0.5.2-dev01-i386.img of=/dev/sd*1<br />
or<br />
dd if=OLPC-School-Server-0.5.2-dev01-i386.img of=/dev/mmcblk*p1<br />
</pre><br />
**This will take some time depending on the system performance.<br />
*Use resize2fs to re-size the partition <br />
<pre><br />
resize2fs -p /dev/sd*1<br />
or<br />
resize2fs -p /dev/mmcblk*p1<br />
</pre><br />
<br />
=====Getting a Developer Key=====<br />
*First the XO must have a [http://wiki.laptop.org/go/Activation_and_Developer_Keys developer's key!!!]<br />
*The easiest way to go about obtaining this is to boot into the XO's Sugar OS. Open the browse application. Near the bottom right of the home page, there will be a link for "Get a Developer Key".<br />
**Click this link and on the next page click the "Submit Query." Go through this process again after 24 hours and the key should be available.<br />
**Upon return follow the directions displayed to download the key.<br />
*Reboot the XO and tap the "Esc" key to interrupt the booting procedure. At the ok prompt type: <pre>ok disable-security</pre><br />
**The machine will probably reboot. If so, tap the "Esc" key and type the above command again. It may reboot one final time.<br />
**Upon this reboot tap the "Esc" key again and type the above command a final time. It should print out:<br />
<pre><br />
ok disable-security<br />
No wp tag<br />
</pre><br />
<br />
=====Booting the XO from the SD=====<br />
More than likely, this will not work right away, most implementations require some tweaking prior to properly booting.<br />
*With the SD card inserted in the XO, turn the machine on and press the "Esc" key to interrupt start-up.<br />
*At the prompt type:<br />
<pre><br />
ok boot sd:\boot\olpc.fth<br />
</pre><br />
*It should attempt the boot sequence, but more than likely will fail with a Kernel Panic!!!....error<br />
*This is almost expected, but it's actually an important step. If you look further up on the screen, you should see an error in regards to mounting the file system. <br />
*Around this area, you should also see a list of strange numbers (i.e. b102:) followed by devices (i.e. ramdisk...)<br />
*Find the row for your SD card, it should be labeled something like:<br />
<pre><br />
b301: mmcblk0p1<br />
</pre><br />
*Remember the b301 number.<br />
*Connect the SD card back to the Linux PC.<br />
*Open the file /boot/olpc.fth<br />
**Here's a quick resource on what this is [http://wiki.laptop.org/go/SD_Boot_olpc.fth SD Booting].<br />
*You'll see a line like this:<br />
<pre><br />
" ro root=mmcblk0p1 rootdelay=1 console=ttyS0,115200 console=tty0 <br />
rootfstype=ext2 fbcon=font:SUN12x22" to boot-file<br />
</pre><br />
*Change the "root=******" to be the variable recorded earlier.<br />
*Save the changes and put the SD card back in the XO. Reboot the machine and at the prompt again type:<br />
<pre><br />
ok boot sd:\boot\olpc.fth<br />
</pre><br />
<br />
=====Post XS School Server Installation Configuration:=====<br />
The following are commands that were run after installing XS on a Virtual Machine. Idealy, the newly configured SD card can now act as the operating system for the Virtual Machine allowing further versatility. <br />
<br />
<pre><br />
yum groupinstall "GNOME Desktop Environment"<br />
<br />
edit /etc/inittab and change runlevel from 3 to 5 to startup in Gnome<br />
<br />
yum install mysql-server php php-mysql php-mbstring php-gd php-xmlrpc php-imap cvs<br />
<br />
service mysqld start<br />
mysqladmin -u root password 'mySecurePassword'<br />
mysql -u root -p<br />
mysql> CREATE DATABASE moodle CHARSET 'utf8';<br />
mysql> exit;<br />
chkconfig mysqld on<br />
--starts sql server; adds root admin user; logs into server and creates DB; <br />
--turns the service on on boot.<br />
<br />
cd /var/www<br />
cvs -z3 -d:pserver:anonymous@eu.cvs.moodle.org:/cvsroot/moodle co -r MOODLE_19_STABLE moodle<br />
--download and install/update with the latest version of moodle<br />
<br />
mkdir moodledata<br />
chown -R apache:apache moodle<br />
chown -R apache:apache moodledata<br />
--make directory in /var/www/ and change permissions.<br />
<br />
edit the file /etc/httpd/conf/httpd.conf<br />
change DocumentRoot "/var/www/html" to DocumentRoot "/var/www/moodle"<br />
change <Directory "/var/www/html"> to <Directory "/var/www/moodle"><br />
then you must restart the apache server by issuing the command:<br />
service httpd restart<br />
<br />
</pre><br />
<br />
==Documentation & Resources==<br />
<br />
'''Installing MySQL:''' <br><br />
[[image:ScreenInstalling.png]]<br />
<br />
<br />
==After Class Plans==<br />
<br />
===Wesley Dillingham===<br />
will continue this project into the summer as part of RIT's cooperative education program.<br />
<br />
I am becoming more interested in a literal interpretation of the Massachusetts curriculum requirements and integrating them into moodle. I would like to shoot for coming up with a modified quiz module which, reads from the api which in turn reads from multiple games in order to suffice the curriculum standards, As no one game has the format to test for all of the requirements. I will be developing using php, and my immediate goal, is to provide the raw capabilities in php to understand and interpret information from the games to test understanding of guidelines. Bonus work includes, graphs, and other heuristics which the teacher may find valuable. I would like to work on helping the mathblaster game provide information relevant to my teacher reporting application via the API.<br />
<br />
====Tenative summer shedule====<br />
*Week 1: Begin learning and understanding of PHP.<br />
*Week 2: Complete conversion of "Operations awk script" into PHP.<br />
*Week 3: "Order of operations awk script" into PHP.<br />
*Week 4: Gain understanding of PHP's querying of MySQL, convert above PHP scripts to gain information via MySQL rather than input file<br />
*Week 6: Integrate above PHP scripts into Pre-existing quiz module.<br />
*Week 7 & 8: Identify, 2 or 3 additional curriculum standards find games which can be used, to satisfy requirements, create php logic, to interpret information gained through MySQl<br />
*Week 9: Work tangentially with mathblaster team and facilitate Mathblaster <> api and api <> teacher-reporter data exchange.<br />
*Week 10: Begin work on teacher interface. Wrap up project, plan for adanonment or continuation.,<br />
<br />
===Jeremiah Green===<br />
will continue working on this project when time is available to devote.<br />
<br />
*Get networking running on the XO.<br />
*Have Moodle running on the XO.<br />
*Have Database running on the XO.</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting&diff=34458Teacher Reporting2009-08-01T19:41:24Z<p>Wwdillingham: /* Geometry */</p>
<hr />
<div>{{TOCright}}<br />
==Description==<br />
<br />
A custom [http://moodle.org/ Moodle] [http://docs.moodle.org/en/Quiz_module quiz module] which, in addition to the standard Moodle quiz features, analyzes the questions posed to the student for various qualities, such as compliance with [[User:Gdk/4th_Grade_Maths | Curriculum Standards]].<br />
<br />
The modified Moodle modules will run on a customized XS School Server operating system. Our goal is to allow results and / or grades, from student activities to be readily available to teachers. Based on their wants and needs, the teachers can then generate custom reports on a class or student and have the ability to determine what types of problems students are finding most difficult. In the end we imagine the XS environment running on an XO itself, allowing the teachers the same portability as the students.<br />
==Collaboration==<br />
<br />
To help in code contribution of this project, please visit us at our [http://git.sugarlabs.org/projects/teacher-reporting Gitorious project page.]<br />
<br />
==Project Members==<br />
* '''Project Manager:''' [[User:Wwdillingham | Wesley Dillingham]] <br />
* '''Additional Group Members:''' [[User:jrgreen118 | Jeremiah Green]], [[User:FGrose | Fred Grose]]<br />
<br><br />
<br />
==Goals==<br />
*Expand upon the PHP of the Moodle Quiz Module to parse questions involving mathematical operations for characteristics contained in the [http://www.doe.mass.edu/frameworks/current.html Massachusetts Curriculum Framework for Mathematics.] <br />
*Run Moodle with the modified quiz module on an XO running [[olpc:School_server | XS]], The '''X'''O school '''S'''erver.<br />
*Have Moodle's latest stable release functioning on an XO running XS using the techniques outlined [[olpc:XS-on-XO | here]].<br />
*Have PHP calls successfully querying mock student results from Moodle's PostgreSQL database running on XS.<br />
<br />
==Data Flow Diagram==<br />
[[image:Teacher_Reporting_Diagram.jpg|800px|]]<br />
<br><br />
<br />
==Curriculum Requirements and Relevant Activities==<br />
<br />
=== Math 4 ===<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
=== Number sense and Operations ===<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| [[Teacher_Reporting/4.N.1|4.N.1]]<br />
| Exhibit an understanding of the base ten number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000; demonstrating an understanding of the values of the digits; and comparing and ordering the numbers.<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber]<br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| [[Teacher_Reporting/4.N.2|4.N.2]]<br />
| Represent, order, and compare large numbers (to at least 100,000) using various forms, including expanded notation, e.g., 853 = 8 x 100 + 5 x 10 + 3.<br />
| [[Team:UTOS-XO|UTOS-XO]], [http://sadamclemson.blogspot.com/ Adam Schreiber] <br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| 4.N.3<br />
| Demonstrate an understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on the number line.<br />
| None<br />
| None<br />
|-<br />
| 4.N.4<br />
| Select, use, and explain models to relate common fractions and mixed numbers (1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, 1/12, and 11/2), find equivalent fractions, mixed numbers, and decimals, and order fractions.<br />
| None<br />
| None<br />
|-<br />
| 4.N.5<br />
| Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.6|4.N.6]]<br />
| Exhibit an understanding of the base ten number system by reading, naming, and writing decimals between 0 and 1 up to the hundredths.<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber]<br />
| [http://git.sugarlabs.org/projects/deci Deci ] <br />
|-<br />
| 4.N.7<br />
| Recognize classes (in particular, odds, evens; factors or multiples of a given number; and squares) to which a number may belong, and identify the numbers in those classes. Use these in the solution of problems.<br />
| [http://en.opensuse.org/User:Dglenn Doug Glenn]<br />
| None<br />
|-<br />
| 4.N.8<br />
| Select, use, and explain various meanings and models of multiplication and division of whole numbers. Understand and use the inverse relationship between the two operations.<br />
| None<br />
| None<br />
|-<br />
| 4.N.9<br />
| Select, use, and explain the commutative, associative, and identity properties of operations on whole numbers in problem situations, e.g., 37 x 46 = 46 x 37, (5 x 7) x 2 = 5 x (7 x 2).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.10|4.N.10]]<br />
| Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.<br />
| [http://gcompris.net/ Gcompris]<br />
| [http://activities.sugarlabs.org/en-US/sugar/addon/4165 GCompris Money 11] [http://activities.sugarlabs.org/en-US/sugar/addon/4166 GCompris Money Cents 11]<br />
|-<br />
| [[Teacher_Reporting/4.N.11|4.N.11]]<br />
| Know multiplication facts through 12 x 12 and related division facts. Use these facts to solve related multiplication problems and compute related problems, e.g., 3 x 5 is related to 30 x 50, 300 x 5, and 30 x 500.<br />
|[http://gcompris.net/ Gcompris]<br />
|[http://activities.sugarlabs.org/en-US/sugar/addon/4093 GCompris Algebra Guesscount 11]<br />
|-<br />
| 4.N.12<br />
| Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently.<br />
| [[Team:UTOS-XO|UTOS-XO]]<br />
| None<br />
|-<br />
| 4.N.13<br />
| Divide up to a three-digit whole number with a single-digit divisor (with or without remainders) accurately and efficiently. Interpret any remainders.<br />
| [[Team:UTOS-XO|UTOS-XO]]<br />
| None<br />
|-<br />
| 4.N.14<br />
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithms for addition and subtraction (up to five-digit numbers), and multiplication (up to three digits by two digits).<br />
| None<br />
| None<br />
|-<br />
| 4.N.15<br />
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithm for division of up to a three-digit whole number with a single-digit divisor (with or without remainders).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.16|4.N.16]]<br />
| Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000.<br />
| [http://wiki.sugarlabs.org/go/User:Ossfm User:ossfm]<br />
| Hop-A-Round<br />
|-<br />
| 4.N.17<br />
| Select and use a variety of strategies (e.g., front-end, rounding, and regrouping) to estimate quantities, measures, and the results of whole-number computations up to three-digit whole numbers and amounts of money to $1000, and to judge the reasonableness of the answer.<br />
| None<br />
| None<br />
|-<br />
| 4.N.18<br />
| Use concrete objects and visual models to add and subtract common fractions.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Patterns, Relations, and Algebra ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.P.1<br />
| Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, ….<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber], [[User:Dfu]]<br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| 4.P.2<br />
| Use symbol and letter variables (e.g. v, x) to represent unknowns or quantities that vary in expressions and in equations or inequalities (mathematical sentences that use =, <, >).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.P.3|4.P.3]]<br />
| Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3.<br />
| [[User:Gdk]] (developer),[[User:Rholden]]<br />
| https://fedorahosted.org/dungeonsofmongo/<br />
|-<br />
| 4.P.4<br />
| Use pictures, models, tables, charts, graphs, words, number sentences, and mathematical notations to interpret mathematical relationships.<br />
| None<br />
| None<br />
|-<br />
| 4.P.5<br />
| Solve problems involving proportional relationships, including unit pricing (e.g., four apples cost 80¢, so one apple costs 20¢) and map interpretation (e.g., one inch represents five miles, so two inches represent ten miles).<br />
| None<br />
| None<br />
|-<br />
| 4.P.6<br />
| Determine how change in one variable relates to a change in a second variable, e.g., input-output tables.<br />
| [[User:Rholden]]<br />
| None<br />
|}<br />
<br />
==== Geometry ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.G.1<br />
| Compare and analyze attributes and other features (e.g., number of sides, faces, corners, right angles, diagonals, and symmetry) of two- and three-dimensional geometric shapes.<br />
| None<br />
| None<br />
|-<br />
| 4.G.2<br />
| Describe, model, draw, compare, and classify two- and three-dimensional shapes, e.g., circles, polygons- especially triangles and quadrilaterals—cubes, spheres, and pyramids.<br />
| None<br />
| None<br />
|-<br />
| 4.G.3<br />
| Recognize similar figures.<br />
| None<br />
| None<br />
|-<br />
| 4.G.4<br />
| Identify angles as acute, right, or obtuse.<br />
| None<br />
| None<br />
|-<br />
| 4.G.5<br />
| Describe and draw intersecting, parallel, and perpendicular lines.<br />
| None<br />
| None<br />
|-<br />
| 4.G.6<br />
| Using ordered pairs of numbers and/or letters, graph, locate, identify points, and describe paths (first quadrant).<br />
| [http://danielsmw.fedorapeople.org/ Matthew Daniels], [http://www.cs.clemson.edu/~rseay Rob Seay]<br />
| [https://fedorahosted.org/nevhma/ Nevhma] (Under construction)<br />
|-<br />
| 4.G.7<br />
| Describe and apply techniques such as reflections (flips), rotations (turns), and translations (slides) for determining if two shapes are congruent.<br />
| None<br />
| None<br />
|-<br />
| 4.G.8<br />
| Identify and describe line symmetry in two-dimensional shapes.<br />
| None<br />
| None<br />
|-<br />
| 4.G.9<br />
| Predict and validate the results of partitioning, folding, and combining two- and three-dimensional shapes.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Measurement ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.M.1<br />
| Demonstrate an understanding of such attributes as length, area, weight, and volume, and select the appropriate type of unit for measuring each attribute.<br />
| None<br />
| None<br />
|-<br />
| 4.M.2<br />
| Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.<br />
| None<br />
| None<br />
|-<br />
| 4.M.3<br />
| Identify time to the minute on analog and digital clocks using a.m. and p.m. Compute elapsed time using a clock (e.g., hours and minutes since…) and using a calendar (e.g., days since…).<br />
| None<br />
| None<br />
|-<br />
| 4.M.4<br />
| Estimate and find area and perimeter of a rectangle, triangle, or irregular shape using diagrams, models, and grids or by measuring.<br />
| None<br />
| None<br />
|-<br />
| 4.M.5<br />
| Identify and use appropriate metric and English units and tools (e.g., ruler, angle ruler, graduated cylinder, thermometer) to estimate, measure, and solve problems involving length, area, volume, weight, time, angle size, and temperature.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Data Analysis, Statistics, and Probability ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.D.1<br />
| Collect and organize data using observations, measurements, surveys, or experiments, and identify appropriate ways to display the data.<br />
| None<br />
| None<br />
|-<br />
| 4.D.2<br />
| Match a representation of a data set such as lists, tables, or graphs (including circle graphs) with the actual set of data.<br />
| None<br />
| None<br />
|-<br />
| 4.D.3<br />
| Construct, draw conclusions, and make predictions from various representations of data sets, including tables, bar graphs, pictographs, line graphs, line plots, and tallies.<br />
| None<br />
| None<br />
|-<br />
| 4.D.4<br />
| Represent the possible outcomes for a simple probability situation, e.g., the probability of drawing a red marble from a bag containing three red marbles and four green marbles.<br />
| None<br />
| None<br />
|-<br />
| 4.D.5<br />
| List and count the number of possible combinations of objects from three sets, e.g., how many different outfits can one make from a set of three shirts, a set of two skirts, and a set of two hats?<br />
| None<br />
| None<br />
|-<br />
| 4.D.6<br />
| Classify outcomes as certain, likely, unlikely, or impossible by designing and conducting experiments using concrete objects such as counters, number cubes, spinners, or coins.<br />
| None<br />
| None<br />
|}<br />
<br />
=="How to Play/Use" for end user==<br />
<br />
Our project is not intended for a direct use by students. Components (not yet developed) under the scope of our project exist on students computer's in so far as facilitating the data movement from the XO to the XS. Therefore, there are no directions for students on how to use our application, it will be entirely transparent to them. When a student begins an activity which is compatible with our application, it will automatically report information to the API. Our application will then read this information from the API and produce reports to the teacher. We envision this interface to be web based, allowing the teacher to select particular games, and as a subcategory, the particular curriculum requirements in which that game uses.<br />
<br />
At this moment (5/18/2009) we only have a script which analyzes performance on particular mathematical operations and the students ability to understand order of operations. <br />
<br />
In order to run this script (parser.awk) issue the command, <pre>awk -f parser.awk students.dat</pre><br />
<br />
== Teachers guide ==<br />
<br />
Student.dat file fields:<pre><br />
MAC-ADDRESS STUDENT_NAME OPERATION CORRECT<br />
</pre><br />
<br />
Example:<pre><br />
0C7B6G0023BC Wesley 9/3+7 1<br />
0C7B6G04DBBA Jeremiah 4+10/7 0<br />
0C7B6GBA5D7D Billy 88-28*2 0<br />
0C7B6G07E9HB Bob 4*5 1<br />
</pre><br />
<br />
Ouput Example: <pre>Student Only + Contains + Only - Contains - Only * Contains * Only / Contains / Understands OoO?<br />
wes 25 28 12 100 80 83 71 53 no <br />
bob 80 77 0 66 100 100 33 60 yes <br />
jeremiah 0 0 16 33 40 50 14 33 no <br />
billy 66 70 33 53 50 37 100 80 yes <br />
</pre><br />
''note: This output is not reflective of the student.dat example data above''<br />
<br />
<br />
==XS SchoolServer on the XO==<br />
<br />
A major barrier to achieving our goals is the idea that the School Server needs the ability to be versatile and portable. While some may have resources to dedicate substantial hardware to such a server, others may find themselves with nothing more than the XO laptops. From this stems the idea of running this server on one of the XO laptops via either a USB flash drive, SD card, or the internal NAND hard drive.<br />
<br />
<br />
When fully installed on an SD card, the base operating system takes up about 1.6GB. There is a small amount of documentation available which is excellent and extremely helpful, but it can be difficult to use at times. Below is a quick break down of what we did and how to replicate it.<br />
<br />
====How To:====<br />
<br />
The most helpful website to read before beginning can be found here: [http://wiki.laptop.org/go/XS-on-XO Laptop.org's XS-on-XO.]<br />
<br />
=====Necessary hardware to replicate our setup includes:===== <br />
*XO Laptop<br />
*Linux Computer with SD Card Reader <br />
**Can be physical machine or virtual. Also, some things can be done in Windows.<br />
*SD card which is at least 4GB (We used an 8GB A-DATA SDHC)<br />
<br />
=====Un-compress the image:=====<br />
*Download the image file: [http://xs-dev.laptop.org/xs/other/OLPC-School-Server-0.5.2-dev01-i386.img.gz OLPC-School-Server-0.5.2-dev01-i386.img.gz]<br />
*Un-compress the file<br />
**In Windows, [http://www.rarlab.com/download.htm WinRAR] worked well.<br />
**In Linux, this command works just as well<pre>gzip -d OLPC-School-Server-0.5.2-dev01-i386.img.gz</pre><br />
<br />
=====Setting Up the Environment=====<br />
With the SD card connected to the Linux PC:<br />
*Using a tool of your choice format the SD card to ext2 or ext3 (Linux 83).<br />
**Gparted was excellent for formating the SD card to ext3, but fdisk would also work.<br />
*Mark the partition with the boot flag<br />
**This can be done using gparted, but in several instances errors were experienced. In lieu fdisk works great.<br />
**To enter fdisk, use <br />
<pre><br />
fdisk /dev/sd*1<br />
or<br />
fdisk /dev/mmcblk*p1<br />
</pre><br />
*where * is the letter associated with the SD device and the 1 is the partition. Once in fdisk, use the help to determine the specific command to mark the boot flag. In most instances it will be "a".<br />
*Next ensure the .img file, uncompressed previously, is accessible by the Linux machines.<br />
*Use the command, <br />
<pre><br />
dd if=OLPC-School-Server-0.5.2-dev01-i386.img of=/dev/sd*1<br />
or<br />
dd if=OLPC-School-Server-0.5.2-dev01-i386.img of=/dev/mmcblk*p1<br />
</pre><br />
**This will take some time depending on the system performance.<br />
*Use resize2fs to re-size the partition <br />
<pre><br />
resize2fs -p /dev/sd*1<br />
or<br />
resize2fs -p /dev/mmcblk*p1<br />
</pre><br />
<br />
=====Getting a Developer Key=====<br />
*First the XO must have a [http://wiki.laptop.org/go/Activation_and_Developer_Keys developer's key!!!]<br />
*The easiest way to go about obtaining this is to boot into the XO's Sugar OS. Open the browse application. Near the bottom right of the home page, there will be a link for "Get a Developer Key".<br />
**Click this link and on the next page click the "Submit Query." Go through this process again after 24 hours and the key should be available.<br />
**Upon return follow the directions displayed to download the key.<br />
*Reboot the XO and tap the "Esc" key to interrupt the booting procedure. At the ok prompt type: <pre>ok disable-security</pre><br />
**The machine will probably reboot. If so, tap the "Esc" key and type the above command again. It may reboot one final time.<br />
**Upon this reboot tap the "Esc" key again and type the above command a final time. It should print out:<br />
<pre><br />
ok disable-security<br />
No wp tag<br />
</pre><br />
<br />
=====Booting the XO from the SD=====<br />
More than likely, this will not work right away, most implementations require some tweaking prior to properly booting.<br />
*With the SD card inserted in the XO, turn the machine on and press the "Esc" key to interrupt start-up.<br />
*At the prompt type:<br />
<pre><br />
ok boot sd:\boot\olpc.fth<br />
</pre><br />
*It should attempt the boot sequence, but more than likely will fail with a Kernel Panic!!!....error<br />
*This is almost expected, but it's actually an important step. If you look further up on the screen, you should see an error in regards to mounting the file system. <br />
*Around this area, you should also see a list of strange numbers (i.e. b102:) followed by devices (i.e. ramdisk...)<br />
*Find the row for your SD card, it should be labeled something like:<br />
<pre><br />
b301: mmcblk0p1<br />
</pre><br />
*Remember the b301 number.<br />
*Connect the SD card back to the Linux PC.<br />
*Open the file /boot/olpc.fth<br />
**Here's a quick resource on what this is [http://wiki.laptop.org/go/SD_Boot_olpc.fth SD Booting].<br />
*You'll see a line like this:<br />
<pre><br />
" ro root=mmcblk0p1 rootdelay=1 console=ttyS0,115200 console=tty0 <br />
rootfstype=ext2 fbcon=font:SUN12x22" to boot-file<br />
</pre><br />
*Change the "root=******" to be the variable recorded earlier.<br />
*Save the changes and put the SD card back in the XO. Reboot the machine and at the prompt again type:<br />
<pre><br />
ok boot sd:\boot\olpc.fth<br />
</pre><br />
<br />
=====Post XS School Server Installation Configuration:=====<br />
The following are commands that were run after installing XS on a Virtual Machine. Idealy, the newly configured SD card can now act as the operating system for the Virtual Machine allowing further versatility. <br />
<br />
<pre><br />
yum groupinstall "GNOME Desktop Environment"<br />
<br />
edit /etc/inittab and change runlevel from 3 to 5 to startup in Gnome<br />
<br />
yum install mysql-server php php-mysql php-mbstring php-gd php-xmlrpc php-imap cvs<br />
<br />
service mysqld start<br />
mysqladmin -u root password 'mySecurePassword'<br />
mysql -u root -p<br />
mysql> CREATE DATABASE moodle CHARSET 'utf8';<br />
mysql> exit;<br />
chkconfig mysqld on<br />
--starts sql server; adds root admin user; logs into server and creates DB; <br />
--turns the service on on boot.<br />
<br />
cd /var/www<br />
cvs -z3 -d:pserver:anonymous@eu.cvs.moodle.org:/cvsroot/moodle co -r MOODLE_19_STABLE moodle<br />
--download and install/update with the latest version of moodle<br />
<br />
mkdir moodledata<br />
chown -R apache:apache moodle<br />
chown -R apache:apache moodledata<br />
--make directory in /var/www/ and change permissions.<br />
<br />
edit the file /etc/httpd/conf/httpd.conf<br />
change DocumentRoot "/var/www/html" to DocumentRoot "/var/www/moodle"<br />
change <Directory "/var/www/html"> to <Directory "/var/www/moodle"><br />
then you must restart the apache server by issuing the command:<br />
service httpd restart<br />
<br />
</pre><br />
<br />
==Documentation & Resources==<br />
<br />
'''Installing MySQL:''' <br><br />
[[image:ScreenInstalling.png]]<br />
<br />
<br />
==After Class Plans==<br />
<br />
===Wesley Dillingham===<br />
will continue this project into the summer as part of RIT's cooperative education program.<br />
<br />
I am becoming more interested in a literal interpretation of the Massachusetts curriculum requirements and integrating them into moodle. I would like to shoot for coming up with a modified quiz module which, reads from the api which in turn reads from multiple games in order to suffice the curriculum standards, As no one game has the format to test for all of the requirements. I will be developing using php, and my immediate goal, is to provide the raw capabilities in php to understand and interpret information from the games to test understanding of guidelines. Bonus work includes, graphs, and other heuristics which the teacher may find valuable. I would like to work on helping the mathblaster game provide information relevant to my teacher reporting application via the API.<br />
<br />
====Tenative summer shedule====<br />
*Week 1: Begin learning and understanding of PHP.<br />
*Week 2: Complete conversion of "Operations awk script" into PHP.<br />
*Week 3: "Order of operations awk script" into PHP.<br />
*Week 4: Gain understanding of PHP's querying of MySQL, convert above PHP scripts to gain information via MySQL rather than input file<br />
*Week 6: Integrate above PHP scripts into Pre-existing quiz module.<br />
*Week 7 & 8: Identify, 2 or 3 additional curriculum standards find games which can be used, to satisfy requirements, create php logic, to interpret information gained through MySQl<br />
*Week 9: Work tangentially with mathblaster team and facilitate Mathblaster <> api and api <> teacher-reporter data exchange.<br />
*Week 10: Begin work on teacher interface. Wrap up project, plan for adanonment or continuation.,<br />
<br />
===Jeremiah Green===<br />
will continue working on this project when time is available to devote.<br />
<br />
*Get networking running on the XO.<br />
*Have Moodle running on the XO.<br />
*Have Database running on the XO.</div>Wwdillinghamhttps://wiki.sugarlabs.org/index.php?title=Teacher_Reporting&diff=34457Teacher Reporting2009-08-01T19:38:21Z<p>Wwdillingham: /* Goals */</p>
<hr />
<div>{{TOCright}}<br />
==Description==<br />
<br />
A custom [http://moodle.org/ Moodle] [http://docs.moodle.org/en/Quiz_module quiz module] which, in addition to the standard Moodle quiz features, analyzes the questions posed to the student for various qualities, such as compliance with [[User:Gdk/4th_Grade_Maths | Curriculum Standards]].<br />
<br />
The modified Moodle modules will run on a customized XS School Server operating system. Our goal is to allow results and / or grades, from student activities to be readily available to teachers. Based on their wants and needs, the teachers can then generate custom reports on a class or student and have the ability to determine what types of problems students are finding most difficult. In the end we imagine the XS environment running on an XO itself, allowing the teachers the same portability as the students.<br />
==Collaboration==<br />
<br />
To help in code contribution of this project, please visit us at our [http://git.sugarlabs.org/projects/teacher-reporting Gitorious project page.]<br />
<br />
==Project Members==<br />
* '''Project Manager:''' [[User:Wwdillingham | Wesley Dillingham]] <br />
* '''Additional Group Members:''' [[User:jrgreen118 | Jeremiah Green]], [[User:FGrose | Fred Grose]]<br />
<br><br />
<br />
==Goals==<br />
*Expand upon the PHP of the Moodle Quiz Module to parse questions involving mathematical operations for characteristics contained in the [http://www.doe.mass.edu/frameworks/current.html Massachusetts Curriculum Framework for Mathematics.] <br />
*Run Moodle with the modified quiz module on an XO running [[olpc:School_server | XS]], The '''X'''O school '''S'''erver.<br />
*Have Moodle's latest stable release functioning on an XO running XS using the techniques outlined [[olpc:XS-on-XO | here]].<br />
*Have PHP calls successfully querying mock student results from Moodle's PostgreSQL database running on XS.<br />
<br />
==Data Flow Diagram==<br />
[[image:Teacher_Reporting_Diagram.jpg|800px|]]<br />
<br><br />
<br />
==Curriculum Requirements and Relevant Activities==<br />
<br />
=== Math 4 ===<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
=== Number sense and Operations ===<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| [[Teacher_Reporting/4.N.1|4.N.1]]<br />
| Exhibit an understanding of the base ten number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000; demonstrating an understanding of the values of the digits; and comparing and ordering the numbers.<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber]<br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| [[Teacher_Reporting/4.N.2|4.N.2]]<br />
| Represent, order, and compare large numbers (to at least 100,000) using various forms, including expanded notation, e.g., 853 = 8 x 100 + 5 x 10 + 3.<br />
| [[Team:UTOS-XO|UTOS-XO]], [http://sadamclemson.blogspot.com/ Adam Schreiber] <br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| 4.N.3<br />
| Demonstrate an understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on the number line.<br />
| None<br />
| None<br />
|-<br />
| 4.N.4<br />
| Select, use, and explain models to relate common fractions and mixed numbers (1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, 1/12, and 11/2), find equivalent fractions, mixed numbers, and decimals, and order fractions.<br />
| None<br />
| None<br />
|-<br />
| 4.N.5<br />
| Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.6|4.N.6]]<br />
| Exhibit an understanding of the base ten number system by reading, naming, and writing decimals between 0 and 1 up to the hundredths.<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber]<br />
| [http://git.sugarlabs.org/projects/deci Deci ] <br />
|-<br />
| 4.N.7<br />
| Recognize classes (in particular, odds, evens; factors or multiples of a given number; and squares) to which a number may belong, and identify the numbers in those classes. Use these in the solution of problems.<br />
| [http://en.opensuse.org/User:Dglenn Doug Glenn]<br />
| None<br />
|-<br />
| 4.N.8<br />
| Select, use, and explain various meanings and models of multiplication and division of whole numbers. Understand and use the inverse relationship between the two operations.<br />
| None<br />
| None<br />
|-<br />
| 4.N.9<br />
| Select, use, and explain the commutative, associative, and identity properties of operations on whole numbers in problem situations, e.g., 37 x 46 = 46 x 37, (5 x 7) x 2 = 5 x (7 x 2).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.10|4.N.10]]<br />
| Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.<br />
| [http://gcompris.net/ Gcompris]<br />
| [http://activities.sugarlabs.org/en-US/sugar/addon/4165 GCompris Money 11] [http://activities.sugarlabs.org/en-US/sugar/addon/4166 GCompris Money Cents 11]<br />
|-<br />
| [[Teacher_Reporting/4.N.11|4.N.11]]<br />
| Know multiplication facts through 12 x 12 and related division facts. Use these facts to solve related multiplication problems and compute related problems, e.g., 3 x 5 is related to 30 x 50, 300 x 5, and 30 x 500.<br />
|[http://gcompris.net/ Gcompris]<br />
|[http://activities.sugarlabs.org/en-US/sugar/addon/4093 GCompris Algebra Guesscount 11]<br />
|-<br />
| 4.N.12<br />
| Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently.<br />
| [[Team:UTOS-XO|UTOS-XO]]<br />
| None<br />
|-<br />
| 4.N.13<br />
| Divide up to a three-digit whole number with a single-digit divisor (with or without remainders) accurately and efficiently. Interpret any remainders.<br />
| [[Team:UTOS-XO|UTOS-XO]]<br />
| None<br />
|-<br />
| 4.N.14<br />
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithms for addition and subtraction (up to five-digit numbers), and multiplication (up to three digits by two digits).<br />
| None<br />
| None<br />
|-<br />
| 4.N.15<br />
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithm for division of up to a three-digit whole number with a single-digit divisor (with or without remainders).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.N.16|4.N.16]]<br />
| Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000.<br />
| [http://wiki.sugarlabs.org/go/User:Ossfm User:ossfm]<br />
| Hop-A-Round<br />
|-<br />
| 4.N.17<br />
| Select and use a variety of strategies (e.g., front-end, rounding, and regrouping) to estimate quantities, measures, and the results of whole-number computations up to three-digit whole numbers and amounts of money to $1000, and to judge the reasonableness of the answer.<br />
| None<br />
| None<br />
|-<br />
| 4.N.18<br />
| Use concrete objects and visual models to add and subtract common fractions.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Patterns, Relations, and Algebra ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.P.1<br />
| Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, ….<br />
| [http://sadamclemson.blogspot.com/ Adam Schreiber], [[User:Dfu]]<br />
| [http://git.sugarlabs.org/projects/deka Deka]<br />
|-<br />
| 4.P.2<br />
| Use symbol and letter variables (e.g. v, x) to represent unknowns or quantities that vary in expressions and in equations or inequalities (mathematical sentences that use =, <, >).<br />
| None<br />
| None<br />
|-<br />
| [[Teacher_Reporting/4.P.3|4.P.3]]<br />
| Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3.<br />
| [[User:Gdk]] (developer),[[User:Rholden]]<br />
| https://fedorahosted.org/dungeonsofmongo/<br />
|-<br />
| 4.P.4<br />
| Use pictures, models, tables, charts, graphs, words, number sentences, and mathematical notations to interpret mathematical relationships.<br />
| None<br />
| None<br />
|-<br />
| 4.P.5<br />
| Solve problems involving proportional relationships, including unit pricing (e.g., four apples cost 80¢, so one apple costs 20¢) and map interpretation (e.g., one inch represents five miles, so two inches represent ten miles).<br />
| None<br />
| None<br />
|-<br />
| 4.P.6<br />
| Determine how change in one variable relates to a change in a second variable, e.g., input-output tables.<br />
| [[User:Rholden]]<br />
| None<br />
|}<br />
<br />
==== Geometry ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.G.1<br />
| Compare and analyze attributes and other features (e.g., number of sides, faces, corners, right angles, diagonals, and symmetry) of two- and three-dimensional geometric shapes.<br />
| None<br />
| None<br />
|-<br />
| 4.G.2<br />
| Describe, model, draw, compare, and classify two- and three-dimensional shapes, e.g., circles, polygons- especially triangles and quadrilaterals—cubes, spheres, and pyramids.<br />
| None<br />
| None<br />
|-<br />
| 4.G.3<br />
| Recognize similar figures.<br />
| None<br />
| None<br />
|-<br />
| 4.G.4<br />
| Identify angles as acute, right, or obtuse.<br />
| None<br />
| None<br />
|-<br />
| 4.G.5<br />
| Describe and draw intersecting, parallel, and perpendicular lines.<br />
| None<br />
| None<br />
|-<br />
| 4.G.6<br />
| Using ordered pairs of numbers and/or letters, graph, locate, identify points, and describe paths (first quadrant).<br />
| None<br />
| None<br />
|-<br />
| 4.G.7<br />
| Describe and apply techniques such as reflections (flips), rotations (turns), and translations (slides) for determining if two shapes are congruent.<br />
| None<br />
| None<br />
|-<br />
| 4.G.8<br />
| Identify and describe line symmetry in two-dimensional shapes.<br />
| None<br />
| None<br />
|-<br />
| 4.G.9<br />
| Predict and validate the results of partitioning, folding, and combining two- and three-dimensional shapes.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Measurement ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.M.1<br />
| Demonstrate an understanding of such attributes as length, area, weight, and volume, and select the appropriate type of unit for measuring each attribute.<br />
| None<br />
| None<br />
|-<br />
| 4.M.2<br />
| Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.<br />
| None<br />
| None<br />
|-<br />
| 4.M.3<br />
| Identify time to the minute on analog and digital clocks using a.m. and p.m. Compute elapsed time using a clock (e.g., hours and minutes since…) and using a calendar (e.g., days since…).<br />
| None<br />
| None<br />
|-<br />
| 4.M.4<br />
| Estimate and find area and perimeter of a rectangle, triangle, or irregular shape using diagrams, models, and grids or by measuring.<br />
| None<br />
| None<br />
|-<br />
| 4.M.5<br />
| Identify and use appropriate metric and English units and tools (e.g., ruler, angle ruler, graduated cylinder, thermometer) to estimate, measure, and solve problems involving length, area, volume, weight, time, angle size, and temperature.<br />
| None<br />
| None<br />
|}<br />
<br />
==== Data Analysis, Statistics, and Probability ====<br />
<br />
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:<br />
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"<br />
|-style="background:#787878; color: white;"<br />
! Id<br />
! Standard Description<br />
! Who's working on The activity?<br />
! What Sugar activity satisfies this objective?<br />
! What Information does Teacher Reporting App need?<br />
|-<br />
| 4.D.1<br />
| Collect and organize data using observations, measurements, surveys, or experiments, and identify appropriate ways to display the data.<br />
| None<br />
| None<br />
|-<br />
| 4.D.2<br />
| Match a representation of a data set such as lists, tables, or graphs (including circle graphs) with the actual set of data.<br />
| None<br />
| None<br />
|-<br />
| 4.D.3<br />
| Construct, draw conclusions, and make predictions from various representations of data sets, including tables, bar graphs, pictographs, line graphs, line plots, and tallies.<br />
| None<br />
| None<br />
|-<br />
| 4.D.4<br />
| Represent the possible outcomes for a simple probability situation, e.g., the probability of drawing a red marble from a bag containing three red marbles and four green marbles.<br />
| None<br />
| None<br />
|-<br />
| 4.D.5<br />
| List and count the number of possible combinations of objects from three sets, e.g., how many different outfits can one make from a set of three shirts, a set of two skirts, and a set of two hats?<br />
| None<br />
| None<br />
|-<br />
| 4.D.6<br />
| Classify outcomes as certain, likely, unlikely, or impossible by designing and conducting experiments using concrete objects such as counters, number cubes, spinners, or coins.<br />
| None<br />
| None<br />
|}<br />
<br />
=="How to Play/Use" for end user==<br />
<br />
Our project is not intended for a direct use by students. Components (not yet developed) under the scope of our project exist on students computer's in so far as facilitating the data movement from the XO to the XS. Therefore, there are no directions for students on how to use our application, it will be entirely transparent to them. When a student begins an activity which is compatible with our application, it will automatically report information to the API. Our application will then read this information from the API and produce reports to the teacher. We envision this interface to be web based, allowing the teacher to select particular games, and as a subcategory, the particular curriculum requirements in which that game uses.<br />
<br />
At this moment (5/18/2009) we only have a script which analyzes performance on particular mathematical operations and the students ability to understand order of operations. <br />
<br />
In order to run this script (parser.awk) issue the command, <pre>awk -f parser.awk students.dat</pre><br />
<br />
== Teachers guide ==<br />
<br />
Student.dat file fields:<pre><br />
MAC-ADDRESS STUDENT_NAME OPERATION CORRECT<br />
</pre><br />
<br />
Example:<pre><br />
0C7B6G0023BC Wesley 9/3+7 1<br />
0C7B6G04DBBA Jeremiah 4+10/7 0<br />
0C7B6GBA5D7D Billy 88-28*2 0<br />
0C7B6G07E9HB Bob 4*5 1<br />
</pre><br />
<br />
Ouput Example: <pre>Student Only + Contains + Only - Contains - Only * Contains * Only / Contains / Understands OoO?<br />
wes 25 28 12 100 80 83 71 53 no <br />
bob 80 77 0 66 100 100 33 60 yes <br />
jeremiah 0 0 16 33 40 50 14 33 no <br />
billy 66 70 33 53 50 37 100 80 yes <br />
</pre><br />
''note: This output is not reflective of the student.dat example data above''<br />
<br />
<br />
==XS SchoolServer on the XO==<br />
<br />
A major barrier to achieving our goals is the idea that the School Server needs the ability to be versatile and portable. While some may have resources to dedicate substantial hardware to such a server, others may find themselves with nothing more than the XO laptops. From this stems the idea of running this server on one of the XO laptops via either a USB flash drive, SD card, or the internal NAND hard drive.<br />
<br />
<br />
When fully installed on an SD card, the base operating system takes up about 1.6GB. There is a small amount of documentation available which is excellent and extremely helpful, but it can be difficult to use at times. Below is a quick break down of what we did and how to replicate it.<br />
<br />
====How To:====<br />
<br />
The most helpful website to read before beginning can be found here: [http://wiki.laptop.org/go/XS-on-XO Laptop.org's XS-on-XO.]<br />
<br />
=====Necessary hardware to replicate our setup includes:===== <br />
*XO Laptop<br />
*Linux Computer with SD Card Reader <br />
**Can be physical machine or virtual. Also, some things can be done in Windows.<br />
*SD card which is at least 4GB (We used an 8GB A-DATA SDHC)<br />
<br />
=====Un-compress the image:=====<br />
*Download the image file: [http://xs-dev.laptop.org/xs/other/OLPC-School-Server-0.5.2-dev01-i386.img.gz OLPC-School-Server-0.5.2-dev01-i386.img.gz]<br />
*Un-compress the file<br />
**In Windows, [http://www.rarlab.com/download.htm WinRAR] worked well.<br />
**In Linux, this command works just as well<pre>gzip -d OLPC-School-Server-0.5.2-dev01-i386.img.gz</pre><br />
<br />
=====Setting Up the Environment=====<br />
With the SD card connected to the Linux PC:<br />
*Using a tool of your choice format the SD card to ext2 or ext3 (Linux 83).<br />
**Gparted was excellent for formating the SD card to ext3, but fdisk would also work.<br />
*Mark the partition with the boot flag<br />
**This can be done using gparted, but in several instances errors were experienced. In lieu fdisk works great.<br />
**To enter fdisk, use <br />
<pre><br />
fdisk /dev/sd*1<br />
or<br />
fdisk /dev/mmcblk*p1<br />
</pre><br />
*where * is the letter associated with the SD device and the 1 is the partition. Once in fdisk, use the help to determine the specific command to mark the boot flag. In most instances it will be "a".<br />
*Next ensure the .img file, uncompressed previously, is accessible by the Linux machines.<br />
*Use the command, <br />
<pre><br />
dd if=OLPC-School-Server-0.5.2-dev01-i386.img of=/dev/sd*1<br />
or<br />
dd if=OLPC-School-Server-0.5.2-dev01-i386.img of=/dev/mmcblk*p1<br />
</pre><br />
**This will take some time depending on the system performance.<br />
*Use resize2fs to re-size the partition <br />
<pre><br />
resize2fs -p /dev/sd*1<br />
or<br />
resize2fs -p /dev/mmcblk*p1<br />
</pre><br />
<br />
=====Getting a Developer Key=====<br />
*First the XO must have a [http://wiki.laptop.org/go/Activation_and_Developer_Keys developer's key!!!]<br />
*The easiest way to go about obtaining this is to boot into the XO's Sugar OS. Open the browse application. Near the bottom right of the home page, there will be a link for "Get a Developer Key".<br />
**Click this link and on the next page click the "Submit Query." Go through this process again after 24 hours and the key should be available.<br />
**Upon return follow the directions displayed to download the key.<br />
*Reboot the XO and tap the "Esc" key to interrupt the booting procedure. At the ok prompt type: <pre>ok disable-security</pre><br />
**The machine will probably reboot. If so, tap the "Esc" key and type the above command again. It may reboot one final time.<br />
**Upon this reboot tap the "Esc" key again and type the above command a final time. It should print out:<br />
<pre><br />
ok disable-security<br />
No wp tag<br />
</pre><br />
<br />
=====Booting the XO from the SD=====<br />
More than likely, this will not work right away, most implementations require some tweaking prior to properly booting.<br />
*With the SD card inserted in the XO, turn the machine on and press the "Esc" key to interrupt start-up.<br />
*At the prompt type:<br />
<pre><br />
ok boot sd:\boot\olpc.fth<br />
</pre><br />
*It should attempt the boot sequence, but more than likely will fail with a Kernel Panic!!!....error<br />
*This is almost expected, but it's actually an important step. If you look further up on the screen, you should see an error in regards to mounting the file system. <br />
*Around this area, you should also see a list of strange numbers (i.e. b102:) followed by devices (i.e. ramdisk...)<br />
*Find the row for your SD card, it should be labeled something like:<br />
<pre><br />
b301: mmcblk0p1<br />
</pre><br />
*Remember the b301 number.<br />
*Connect the SD card back to the Linux PC.<br />
*Open the file /boot/olpc.fth<br />
**Here's a quick resource on what this is [http://wiki.laptop.org/go/SD_Boot_olpc.fth SD Booting].<br />
*You'll see a line like this:<br />
<pre><br />
" ro root=mmcblk0p1 rootdelay=1 console=ttyS0,115200 console=tty0 <br />
rootfstype=ext2 fbcon=font:SUN12x22" to boot-file<br />
</pre><br />
*Change the "root=******" to be the variable recorded earlier.<br />
*Save the changes and put the SD card back in the XO. Reboot the machine and at the prompt again type:<br />
<pre><br />
ok boot sd:\boot\olpc.fth<br />
</pre><br />
<br />
=====Post XS School Server Installation Configuration:=====<br />
The following are commands that were run after installing XS on a Virtual Machine. Idealy, the newly configured SD card can now act as the operating system for the Virtual Machine allowing further versatility. <br />
<br />
<pre><br />
yum groupinstall "GNOME Desktop Environment"<br />
<br />
edit /etc/inittab and change runlevel from 3 to 5 to startup in Gnome<br />
<br />
yum install mysql-server php php-mysql php-mbstring php-gd php-xmlrpc php-imap cvs<br />
<br />
service mysqld start<br />
mysqladmin -u root password 'mySecurePassword'<br />
mysql -u root -p<br />
mysql> CREATE DATABASE moodle CHARSET 'utf8';<br />
mysql> exit;<br />
chkconfig mysqld on<br />
--starts sql server; adds root admin user; logs into server and creates DB; <br />
--turns the service on on boot.<br />
<br />
cd /var/www<br />
cvs -z3 -d:pserver:anonymous@eu.cvs.moodle.org:/cvsroot/moodle co -r MOODLE_19_STABLE moodle<br />
--download and install/update with the latest version of moodle<br />
<br />
mkdir moodledata<br />
chown -R apache:apache moodle<br />
chown -R apache:apache moodledata<br />
--make directory in /var/www/ and change permissions.<br />
<br />
edit the file /etc/httpd/conf/httpd.conf<br />
change DocumentRoot "/var/www/html" to DocumentRoot "/var/www/moodle"<br />
change <Directory "/var/www/html"> to <Directory "/var/www/moodle"><br />
then you must restart the apache server by issuing the command:<br />
service httpd restart<br />
<br />
</pre><br />
<br />
==Documentation & Resources==<br />
<br />
'''Installing MySQL:''' <br><br />
[[image:ScreenInstalling.png]]<br />
<br />
<br />
==After Class Plans==<br />
<br />
===Wesley Dillingham===<br />
will continue this project into the summer as part of RIT's cooperative education program.<br />
<br />
I am becoming more interested in a literal interpretation of the Massachusetts curriculum requirements and integrating them into moodle. I would like to shoot for coming up with a modified quiz module which, reads from the api which in turn reads from multiple games in order to suffice the curriculum standards, As no one game has the format to test for all of the requirements. I will be developing using php, and my immediate goal, is to provide the raw capabilities in php to understand and interpret information from the games to test understanding of guidelines. Bonus work includes, graphs, and other heuristics which the teacher may find valuable. I would like to work on helping the mathblaster game provide information relevant to my teacher reporting application via the API.<br />
<br />
====Tenative summer shedule====<br />
*Week 1: Begin learning and understanding of PHP.<br />
*Week 2: Complete conversion of "Operations awk script" into PHP.<br />
*Week 3: "Order of operations awk script" into PHP.<br />
*Week 4: Gain understanding of PHP's querying of MySQL, convert above PHP scripts to gain information via MySQL rather than input file<br />
*Week 6: Integrate above PHP scripts into Pre-existing quiz module.<br />
*Week 7 & 8: Identify, 2 or 3 additional curriculum standards find games which can be used, to satisfy requirements, create php logic, to interpret information gained through MySQl<br />
*Week 9: Work tangentially with mathblaster team and facilitate Mathblaster <> api and api <> teacher-reporter data exchange.<br />
*Week 10: Begin work on teacher interface. Wrap up project, plan for adanonment or continuation.,<br />
<br />
===Jeremiah Green===<br />
will continue working on this project when time is available to devote.<br />
<br />
*Get networking running on the XO.<br />
*Have Moodle running on the XO.<br />
*Have Database running on the XO.</div>Wwdillingham