Deployment Team/Resources/GuideXOGabon - Revision history

FGrose: term for filled circle

2011-09-22T14:21:23Z

term for filled circle

← Older revision		Revision as of 10:21, 22 September 2011
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	also designed for students to work as a group, invite one or more		also designed for students to work as a group, invite one or more
	people connected in a network and join in the same activity. This is		people connected in a network and join in the same activity. This is
	Neighborhood where the perspective represented by a ~~circle~~ with eight points		Neighborhood where the perspective represented by a disc with eight points
	keyboard whose accession is possible by its activation.		keyboard whose accession is possible by its activation.
	It will also focus on the classification of activities according to the curricula of Gabon. Then we		It will also focus on the classification of activities according to the curricula of Gabon. Then we
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	For options, the registration is done by clicking on the icon represented by		For options, the registration is done by clicking on the icon represented by
	a ~~circle~~ with black dot at its center and which appears below the image on the screen.		a disc with black dot at its center and which appears below the image on the screen.
	<image Record! button>		<image Record! button>

Cjl: moved Walter is a wanker 8/Resources/GuideXOGabon to Deployment Team/Resources/GuideXOGabon over redirect: revert

2010-02-25T00:15:38Z

moved Walter is a wanker 8/Resources/GuideXOGabon to Deployment Team/Resources/GuideXOGabon over redirect: revert

← Older revision	Revision as of 20:15, 24 February 2010
(No difference)

Faggot: moved Deployment Team/Resources/GuideXOGabon to Walter is a wanker 8/Resources/GuideXOGabon: Walter is a wanker

2010-02-24T23:47:03Z

moved Deployment Team/Resources/GuideXOGabon to Walter is a wanker 8/Resources/GuideXOGabon: Walter is a wanker

← Older revision	Revision as of 19:47, 24 February 2010
(No difference)

Kacandre at 18:27, 13 October 2009

2009-10-13T18:27:23Z

← Older revision		Revision as of 14:27, 13 October 2009
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	''Editor''		''Editor''

	Kaçandre ~~BOURDELLE~~		Kaçandre BOURDELAIS

FGrose: User talk:FGrose/sandbox/Deployment moved to Deployment Team/Resources/GuideXOGabon: sandbox to home

2009-05-07T04:51:41Z

User talk:FGrose/sandbox/Deployment moved to Deployment Team/Resources/GuideXOGabon: sandbox to home

← Older revision	Revision as of 00:51, 7 May 2009
(No difference)

FGrose: /* Activity Measure */

2009-05-07T04:46:37Z

Activity Measure

← Older revision		Revision as of 00:46, 7 May 2009
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	http://www.vernier.com/netbooks/olpc.html		http://www.vernier.com/netbooks/olpc.html
	====Degree of centrality of the activity====		====Degree of centrality of the activity====
	<image 5/5>		<image 3/5>

	This activity in terms of curricula for the 4th year of primary education can be regarded as		This activity in terms of curricula for the 4th year of primary education can be regarded as

FGrose: /* Chapter 3 */

2009-05-07T04:43:30Z

Chapter 3

← Older revision		Revision as of 00:43, 7 May 2009
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	proposed project follows the methodology suggested by Gregory and Laferrière		proposed project follows the methodology suggested by Gregory and Laferrière
	(1998):		(1998):

			<image Project path>
	===Project 1: The Herbarium at school ===		===Project 1: The Herbarium at school ===
	School project: "The herbarium at school. "		School project: "The herbarium at school. "
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	Libreville.		Libreville.
	=====Learning Objectives: =====		=====Learning Objectives: =====
	* Identify, photograph, name and recognition of certain plants in the environment		* Identify, photograph, name and recognition of certain plants in the environment closest to the student, here it is the courtyard of the school.
	closest to the student, here it is the courtyard of the school.
	* Identify some uses of plants.		* Identify some uses of plants.
	* Define the term "deforestation".		* Define the term "deforestation".
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	support activities that calculate distance and fit perfectly to the project. As		support activities that calculate distance and fit perfectly to the project. As
	illustration, we will say that the context itself offers this opportunity:		illustration, we will say that the context itself offers this opportunity:
	:* Those who know Libreville realize that very often the garbage bins are		:* Those who know Libreville realize that very often the garbage bins are prepared to enter schools and colleges, high schools, the smell of waste indispose regular students, the same is being done in neighborhoods with latrines that are built anarchic.
	prepared to enter schools and colleges, high schools, the smell of waste indispose		:* It can also be observed in Libreville that the bins are inadequate insofar as willing are often overwhelmed and fill an hour after the passage of Trucking, the company responsible for the collection and garbage disposal!
	regular students, the same is being done in neighborhoods with
	latrines that are built anarchic.
	:* It can also be observed in Libreville that the bins are inadequate insofar as
	willing are often overwhelmed and fill an hour after the passage of
	Trucking, the company responsible for the collection and garbage disposal!

	For this reason one can measure the distance of the bins with the school or latrines		For this reason one can measure the distance of the bins with the school or latrines
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	students "(Munro).		students "(Munro).
	=====Featured Resources=====		=====Featured Resources=====
	* Science courses (as of alcohol and tobacco on health is on the agenda		* Science courses (as of alcohol and tobacco on health is on the agenda 5th grade);
	5th grade);		* Courses in mathematics (calculation of expenditures caused by alcohol and tobacco, Students may produce statements of problems on the basis of questions asked of those who attend bars and solve these problems by mobilizing resources acquired class issues recorded by the camera XO);
	* Courses in mathematics (calculation of expenditures caused by alcohol and tobacco,
	Students may produce statements of problems on the basis of questions asked of those who
	attend bars and solve these problems by mobilizing resources acquired
	class issues recorded by the camera XO);
	* French course (Preparation of a brochure, posters, ...);		* French course (Preparation of a brochure, posters, ...);
	* NGO (Action for Gabon or UNESCO, WHO, ...);		* NGO (Action for Gabon or UNESCO, WHO, ...);
	* Collaboration with other schools in the same city, Gabon or outside of Gabon		* Collaboration with other schools in the same city, Gabon or outside of Gabon for such comparisons;
	for such comparisons;		* Geography and drawing (Making a map of the neighborhood bars and their proximity to school)
	* Geography and drawing (Making a map of the neighborhood bars and their proximity to
	school)
	* Measurement of sound intensity in the bars with the XO;		* Measurement of sound intensity in the bars with the XO;
	=====Organization =====		=====Organization =====
	=====→ Action Plan:=====		=====→ Action Plan:=====
	* Duration: 10 weeks, a half - day per week which does not seem		* Duration: 10 weeks, a half - day per week which does not seem excessive because of the high level of core activities;
	excessive because of the high level of core activities;
	* Create groups of five students each with specific tasks;		* Create groups of five students each with specific tasks;
	* Entertainment in bars under the supervision of the teacher or the teacher for		* Entertainment in bars under the supervision of the teacher or the teacher for interviews, videos, photos with the XO;
	interviews, videos, photos with the XO;		* Invitation to an NGO to explain the social consequences (destruction of the cell family), a doctor to explain the impact of alcohol, tobacco and pollution sound man.
	* Invitation to an NGO to explain the social consequences (destruction of the cell
	family), a doctor to explain the impact of alcohol, tobacco and pollution
	sound man.
	====II - The project====		====II - The project====
	=====Progressive development of thought and documents=====		=====Progressive development of thought and documents=====
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	* Using the XO to save;		* Using the XO to save;
	* Adult speakers of each language listed;		* Adult speakers of each language listed;
	* The teacher as facilitator, coach learners to the development of		* The teacher as facilitator, coach learners to the development of glossary;
	glossary;		* The activity will take place during the course of awakening, in 4th grade. The time spent for activity will depend on the organization of the teacher or the teacher.
	* The activity will take place during the course of awakening, in 4th grade. The time spent for
	activity will depend on the organization of the teacher or the teacher.
	Organization of work:		Organization of work:
	* Identify the languages in the class to leave the groups in different languages;		* Identify the languages in the class to leave the groups in different languages;
	* Training groups. The groups will consist of speakers of the learners		* Training groups. The groups will consist of speakers of the learners language. Those who find themselves alone integrate groups. The idea is that to learn another language, you should first speak their language;
	language. Those who find themselves alone integrate groups. The idea is that		* Make a list of expressions and words in french, which will be contained in the glossary;
	to learn another language, you should first speak their language;		* Collect data using the XO. Learners will record the voices of those resources and pronunciation of words and phrases will be maintained through the activity Memorize XO.
	* Make a list of expressions and words in french, which will be contained in the
	glossary;
	* Collect data using the XO. Learners will record the voices of those
	resources and pronunciation of words and phrases will be maintained through the activity
	~~Save~~ XO.
	=====Coordination and synthesis of contributions:=====		=====Coordination and synthesis of contributions:=====
	* Processing of data by class group. During this examination, the		* Processing of data by class group. During this examination, the learners could share the different emotions that occurred during the harvest data with other groups through the activity of XO Talk;
	learners could share the different emotions that occurred during the harvest
	data with other groups through the activity of XO Talk;
	* Summary of groups and preparation of the glossary.		* Summary of groups and preparation of the glossary.

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	converse in local languages.		converse in local languages.
	=====Continuation of the project:=====		=====Continuation of the project:=====
	* Awareness campaign with games: For example, present an object (even		* Awareness campaign with games: For example, present an object (even photo) and ask other students to comment on the institution named in a local language. After the response, the group will bring the necessary correction, if need. Students could make a learning experience. Jurisdiction to develop, be able to translate a word or phrase local language.
	photo) and ask other students to comment on the institution named in a		* New training group in class with people who did not work together (you can have two or three people from the same group) in the but to make them work in another language which is not necessarily theirs. The goal here is to encourage children to communicate in other langueslocales by exchanging other linguistic groups;
	local language. After the response, the group will bring the necessary correction, if
	need. Students could make a learning experience. Jurisdiction
	to develop, be able to translate a word or phrase
	local language.
	* New training group in class with people who did not work
	together (you can have two or three people from the same group) in the
	but to make them work in another language which is not necessarily theirs. The goal here
	is to encourage children to communicate in other langueslocales by exchanging
	other linguistic groups;
	=====Development of another glossary.=====		=====Development of another glossary.=====
	* Sharing a project in interaction with other institutions.		* Sharing a project in interaction with other institutions.

	==General Conclusion==		==General Conclusion==
	Like many African countries, Gabon in recent years embarked on		Like many African countries, Gabon in recent years embarked on

FGrose: /* Conclusion */

2009-05-07T04:29:55Z

Conclusion

← Older revision		Revision as of 00:29, 7 May 2009
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	15 of Getting Started in XO and the Sugar environment V.8.2), or the record format		15 of Getting Started in XO and the Sugar environment V.8.2), or the record format
	ogg to export.		ogg to export.
	==Conclusion==		===Conclusion===
	Ultimately, this chapter has attempted a description of the capabilities of XO in primary school		Ultimately, this chapter has attempted a description of the capabilities of XO in primary school
	Gabon. Far from being exhaustive, we accept that many activities can be exploited		Gabon. Far from being exhaustive, we accept that many activities can be exploited

FGrose: /* Activity Tam-Tam Edit */

2009-05-07T04:28:52Z

Activity Tam-Tam Edit

Show changes

FGrose: /* Activity Tam Tam Jam */

2009-05-07T04:14:46Z

Activity Tam Tam Jam

← Older revision		Revision as of 00:14, 7 May 2009
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	* It can also compose and record his own music.		* It can also compose and record his own music.
	====Degree of centrality of the activity====		====Degree of centrality of the activity====
			<image 5/5>

	This course meets the curriculum of basic education, such as the		This course meets the curriculum of basic education, such as the
	4th grade curriculum in Éveil (arts education and sports) to create and implement		4th grade curriculum in Éveil (arts education and sports) to create and implement
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	''Knowledge'': Instruments, percussion, wind instruments, stringed instruments.		''Knowledge'': Instruments, percussion, wind instruments, stringed instruments.

	''Savoirfaire'':		''Savoirfaire'': Create and implement a concern with objects of art, to produce a rate
	Create and implement a concern with objects of art, to produce a rate
	using a musical instrument Regouper instruments by category within		using a musical instrument Regouper instruments by category within
	an orchestra.		an orchestra.
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	''Knowledge'': The singing, composition		''Knowledge'': The singing, composition

	''Savoirfaire'':		''Savoirfaire'': Carry out complex projects in artistic activities. Ability to
	Carry out complex projects in artistic activities. Ability to
	coordinate and harmonize the instruments, sounds and singing.		coordinate and harmonize the instruments, sounds and singing.

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	touch pad to enter the business. Or to go faster, click directly		touch pad to enter the business. Or to go faster, click directly
	on the icon to return to the activity.		on the icon to return to the activity.

	<image Home view>		<image Home view>

	This activity has several tabs. The tab includes options Jam Control		This activity has several tabs. The tab includes options Jam Control
	Volume and Tempo. The 3rd tab Playback will stop the loop, to mute		Volume and Tempo. The 3rd tab Playback will stop the loop, to mute
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	environments of the composition. The Save tab allows you to record		environments of the composition. The Save tab allows you to record
	new sounds using the microphone.		new sounds using the microphone.

	<image toolbar>		<image toolbar>

	At the bottom of the screen there are drum kits (set of batteries and tam-tam), Loops (bank		At the bottom of the screen there are drum kits (set of batteries and tam-tam), Loops (bank
	musical sequences), All (all types of sounds), Concrete (sound among objects		musical sequences), All (all types of sounds), Concrete (sound among objects
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	sounds (my sons), People (the prerecorded voice of a child), Strings (instruments		sounds (my sons), People (the prerecorded voice of a child), Strings (instruments
	strings), Winds (wind instruments) and percussion.		strings), Winds (wind instruments) and percussion.

	<image Drum kits>		<image Drum kits>

	To form the orchestra, the student need only drag and drop to assemble instruments,		To form the orchestra, the student need only drag and drop to assemble instruments,
	sounds and musical sequences (loops). Click the right button (M) under		sounds and musical sequences (loops). Click the right button (M) under
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	the sequence of the beat to control the instrument, designated keyboard button to		the sequence of the beat to control the instrument, designated keyboard button to
	activate the instrument, etc.)..		activate the instrument, etc.)..

	<image Loops><image Loops panel>		<image Loops><image Loops panel>

	The activity can be shared with neighbors and to dyads or triads. Students		The activity can be shared with neighbors and to dyads or triads. Students
	to discuss their different compositions, make suggestions,		to discuss their different compositions, make suggestions,
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	Christmas or New Year). The ability to interact is developed and even Central		Christmas or New Year). The ability to interact is developed and even Central
	in this activity. It develops the spirit of cooperation and creativity.		in this activity. It develops the spirit of cooperation and creativity.

	===Activity Tam-Tam Edit===		===Activity Tam-Tam Edit===
	====Activity Summary====		====Activity Summary====