Education Team/Survey questions - Revision history

FGrose: Reverted edits by Makoto (talk) to last revision by Cjl

2010-06-23T15:53:49Z

Reverted edits by Makoto (talk) to last revision by Cjl

← Older revision		Revision as of 11:53, 23 June 2010
Line 149:		Line 149:
	After seeing the new developments in Sugar software (version 0.84) are your impressions or expectations changed?		After seeing the new developments in Sugar software (version 0.84) are your impressions or expectations changed?
	* Do you see more possibilities for learning?		* Do you see more possibilities for learning?
	* Do you see more reasons to provide feedback?/		* Do you see more reasons to provide feedback?
	* Can't answer? Try [http://www.essayontime.com/ research paper].

Vd2 at 14:02, 23 June 2010

2010-06-23T14:02:37Z

← Older revision		Revision as of 10:02, 23 June 2010
Line 149:		Line 149:
	After seeing the new developments in Sugar software (version 0.84) are your impressions or expectations changed?		After seeing the new developments in Sugar software (version 0.84) are your impressions or expectations changed?
	* Do you see more possibilities for learning?		* Do you see more possibilities for learning?
	* Do you see more reasons to provide feedback?		* Do you see more reasons to provide feedback?/
			* Can't answer? Try [http://www.essayontime.com/ research paper].

Cjl: moved Walter is a wanker 10/Survey questions to Education Team/Survey questions over redirect: revert

2010-02-25T00:14:42Z

moved Walter is a wanker 10/Survey questions to Education Team/Survey questions over redirect: revert

← Older revision	Revision as of 20:14, 24 February 2010
(No difference)

Faggot: moved Education Team/Survey questions to Walter is a wanker 10/Survey questions: Walter is a wanker

2010-02-24T23:50:43Z

moved Education Team/Survey questions to Walter is a wanker 10/Survey questions: Walter is a wanker

← Older revision	Revision as of 19:50, 24 February 2010
(No difference)

FGrose at 18:27, 20 March 2009

2009-03-20T18:27:04Z

← Older revision		Revision as of 14:27, 20 March 2009
Line 1:		Line 1:
			{{TOCright}}
	==Survey on Instructional strategies using “Sugar” learning platform==		==Survey on Instructional strategies using “Sugar” learning platform==

FGrose: /* Consent */

2009-03-12T20:46:58Z

Consent

← Older revision		Revision as of 16:46, 12 March 2009
Line 2:		Line 2:

	===Consent===		===Consent===
	You are being asked to participate in a research study conducted by Walter Bender from the Media Lab at the Massachusetts Institute of Technology (M.I.T.). The purpose of the study is to get feedback from teachers who have been using the Sugar learning ~~platform—the~~ software that runs on the OLPC-XO-1 laptop. You were selected as a potential participant in this study because you have been using Sugar as part of Project Ceibal in Uruguay. You should read the information below before deciding whether or not to participate in the survey.		You are being asked to participate in a research study conducted by Walter Bender from the Media Lab at the Massachusetts Institute of Technology (M.I.T.). The primary purpose of the study is to get feedback from teachers who have been using the Sugar learning platform—the software that runs on the OLPC-XO-1 laptop—to help Sugar Labs prioritise resources amongst already identified issues and to identify any further needs. It is also an opportunity to gather success stories and failure points. The Sugar Labs team would like your help to translate the survey results into actionable items.

			As a secondary goal, this consent section also permits academic research institutions in the USA to more easily participate with the project and understand the collected information.

			You were selected as a potential participant in this study because you have been using Sugar as part of Project Ceibal in Uruguay. You should read the information below before deciding whether or not to participate in the survey.

	Your participation in this survey is voluntary. We expect that the survey will take about 15 minutes, however you have the right not to answer any question and to stop participating in the survey at any time and for any reason.		Your participation in this survey is voluntary. We expect that the survey will take about 15 minutes, however you have the right not to answer any question and to stop participating in the survey at any time and for any reason.
	You will not be compensated for participating in this survey.		You will not be compensated for participating in this survey.

	The information you tell us will remain anonymous and confidential. Only aggregate results will be published.		The information you tell us will remain anonymous and confidential. Only aggregate results will be published.

	Please contact Walter Bender (walter -AT- media.mit.edu) with any questions or concerns.		Please contact Walter Bender (walter -AT- media.mit.edu) with any questions or concerns.

	If you feel you have been treated unfairly, or you have questions regarding your rights as a research subject, you may contact the Chairman of the Committee on the Use of Humans as Experimental Subjects, M.I.T., Room E25-143b, 77 Massachusetts Ave, Cambridge, MA 02139, phone +1-617-253-6787 or by email (mede -AT- med.mit.edu).		If you feel you have been treated unfairly, or you have questions regarding your rights as a research subject, you may contact the Chairman of the Committee on the Use of Humans as Experimental Subjects, M.I.T., Room E25-143b, 77 Massachusetts Ave, Cambridge, MA 02139, phone +1-617-253-6787 or by email (mede -AT- med.mit.edu).

			Apart from the current survey, the survey questions and instruments are available for independent use.

	===Background===		===Background===

FGrose: /* Follow up */

2009-03-12T20:03:57Z

Follow up

← Older revision		Revision as of 16:03, 12 March 2009
Line 138:		Line 138:

	Do you have additional ideas about how to get more teachers involved?		Do you have additional ideas about how to get more teachers involved?

			After seeing the new developments in Sugar software (version 0.84) are your impressions or expectations changed?
			* Do you see more possibilities for learning?
			* Do you see more reasons to provide feedback?

FGrose: /* Follow up */

2009-03-12T19:50:10Z

Follow up

← Older revision		Revision as of 15:50, 12 March 2009
Line 135:		Line 135:
	Would you be willing to engage in a discussion with other teachers in an on-line forum? (yes/no)		Would you be willing to engage in a discussion with other teachers in an on-line forum? (yes/no)

	If yes, which of the forums would be most ~~apt~~ for such a discussion (check one or more boxes)		If yes, which of the forums would be most suitable for such a discussion (check one or more boxes)

	Do you have additional ideas about how to get more teachers involved?		Do you have additional ideas about how to get more teachers involved?

FGrose: /* Overall */

2009-03-12T19:45:55Z

Overall

← Older revision		Revision as of 15:45, 12 March 2009
Line 121:		Line 121:
	# Increased involvement by parents		# Increased involvement by parents
	# School becomes the center of the community		# School becomes the center of the community
	# Development of a sharing culture (child ~~<->~~ child, school ~~<->~~ community, teacher ~~<->~~ parent, child ~~<->~~ family, etc.)		# Development of a sharing culture (child ↔ child, school ↔ community, teacher ↔ parent, child ↔ family, etc.)
	# Better results than with computers in the classroom		# Better results than with computers in the classroom

FGrose: /* Overall */

2009-03-12T19:42:10Z

Overall

← Older revision		Revision as of 15:42, 12 March 2009
Line 121:		Line 121:
	# Increased involvement by parents		# Increased involvement by parents
	# School becomes the center of the community		# School becomes the center of the community
	# Development of a sharing culture (child to child, school to community, teacher to parent)		# Development of a sharing culture (child <-> child, school <-> community, teacher <-> parent, child <-> family, etc.)
	# Better results than with computers in the classroom		# Better results than with computers in the classroom