Sugar Labs - User contributions [en]

Google Code-In 2012/GCI2012 Brainstorming

2012-11-26T14:43:46Z

Bzg: Add an idea about testing Activities' compatibility against various versions of Sugar

These are general concepts and areas of opportunity from which individual GCI2012 tasks can be developed and submitted. We need at least 5 tasks in each category, but beyond that we can have as many as we can think up.

The GCI categories are:

;Code: Tasks related to writing or refactoring code

;Documentation/Training: Tasks related to creating/editing documents and helping others learn more

;Outreach/Research: Tasks related to community management, outreach/marketing, or studying problems and recommending solutions

;Quality Assurance: Tasks related to testing and ensuring code is of high quality.

;User Interface: Tasks related to user experience research or user interface design and interaction

Examples of tasks created by other organizations participating in GCI2011 can be found here:

http://www.google-melange.com/gci/homepage/google/gci2011

=== Your ideas here ===

1) Activity Rescue (code)

There are abandoned activities that need to be ported to gtk3 or generally resuscitated. For example, some have been left behind on https://dev.laptop.org/git and not migrated to Sugar Labs hosting. Any migration should include i18n (if not already done). The spreadsheet linked below would be a good place to look for specific activities from ASLO.

2) Activity internationalization (code)

There are a number of activities in [activities.sugarlabs.org ASLO] that are either English only or Spanish only. Each one could of these could be listed as an individual task to refactor for i18n and submit for Pootle hosting. See [[File:ASLO_spreadheet_Oct_2012.ods]]

This idea is being fleshed out so it can be broken into individual taks on this page [[Google_Code-In_2012/Activity_i18n]].

3) Sugarizing good Python (or other) programs (code)

There are nice packages out there that could be readily ported to run as Sugar Activities by various means. Identifying a number of candidate packages to be sugarized as a GCI task would enhance the Sugar user experience in ways we have not had adequate time to do.

For example, it would be wonderful to empower "bootstrapping" of L10n on the XO from within Sugar itself by porting a version [http://translate.sourceforge.net/wiki/virtaal/index| Virtaal] as a Sugar Activity capable of reading and writing the PO/MO files already present in the source code (if coupled with glibc locale availability),

4) Infrastructure tasks (QA)

For example, I'll be creating a task for a new pootle-helper script to do msgfmt checks on PO files as part fo our regular Pootle cron jobs to prevent build-breakers in PO files from going unnoticed for more than 24 hours.

5) GTK-3 conversion (code, documentation)

We have migrated Sugar to GTK-3 and introspection, but many activities still use the old GTK-2 framework. Migrating these activities would help to stabilize our code base and make long-term maintenance more tractable. Any port should include i18n (if not already done). Also writing documentation about Sugar-specific issues with the porting process would be of great benefit. Rewriting out [[Development_Team/Almanac|Sugar Almanac]] to reflect GTK-3 would be a task as well. And updating [http://en.flossmanuals.net/make-your-own-sugar-activities/ Make Your Own Sugar Activities].

6) GST-1 conversion (code, documentation)

We are also migrating to Gstreamer 1.0, which better supports introspection. Lots of coding to be done to refactor existing programs. Also documentation about Sugar-specific issues.

7) User eXperience (code, documentation)

Visual improvements on some of the flagship activities such as enhancing the display with new graphics, visual aids functionality and improved sound effects.

8) Wiki clean up (documentation)

see http://pe.sugarlabs.org/go/Wiki_Clean_Up

9) Systematically test compatibility of Activities given for various versions of Sugar

When browsing http://activities.sugarlabs.org with the Browse activity, Activities are filtered by compatible versions. I.e. you are be automatically exposed to the version of the activity that is running fine on your system. But this is not always the case, either because an Activity developer/maintainer gave a wrong compatibility information, or because some other issue.

The task is to (1) list versions of Sugar that needs to be tested for this (high priority first - e.g. Sugar on a Stick could be high on that list) and (2) test the most popular activities for these versions.

When problems are encountered: 1) describe the problem (activity freezes, activity crash, etc.); 2) try to fix it; 3) report to the maintainer and the sugar-devel mailing list.

The benefit for Sugar is to fix problems in this area. The benefit for the student is to draft and refine the testing procedure.

[[Category: GCI2012]]

Events/SugarCamp

2011-08-23T13:41:31Z

Bzg: /* Accommodation */ Add CraigsList link

=== General information ===

Please see http://olpc-france.org/blog/sugar-camp-2011-in-paris/

=== Accommodation ===

{| class="wikitable"
|-
! Person
! Nights needed
! Preference
|-
| Christoph Derndorfer
| 9-14
| staying with Simon between 9 and 12 and will then find sth for the other 2 nights
|-
| Daniel Drake
| 10, 11
| Whatever's cheap (dorm fine), but would pay a small amount more to share a private room
|-
| Raul Gutierrez
| 10,11
|
|-
| Gary Martin
|
|
|-
| Simon Schampijer
| 9-11
| staying at [http://www.paris-hotel-palma.com/index.htm Hotel Palma] w/ Christoph
|-
| Sascha Silbe
|
|
|-
|-
| Mitchell Seaton
| 7-12
| Staying at [http://www.montclair-hostel.com/ Le Montclair Hostel]
|-
|}

Venue: 30 Avenue Corentin Cariou, 75019 Paris, FR

Accomodation options (sorted roughly from cheapest to nicest):
* [http://www.woodstock.fr/rates.php Woodstock hostel] budget hostel. Daniel stayed here before, it's not the nicest place in the world (but he'd stay again).
* [http://www.hotel-bb.com/reservation-hotel/hotel_info?hotelId=4244#hotel&utm_source=googlemap&utm_medium=2010&utm_campaign=googlemap B&B Hotel PARIS Porte de la Villette]. Really cheap "internet offer" hotel rooms - ~18 euro per person per night for a twin? [http://www.tripadvisor.co.uk/Hotel_Review-g187147-d261698-Reviews-B_B_Paris_Porte_de_la_Villette-Paris_Ile_de_France.html Dodgy at night?]. 1km to venue.
* [http://www.st-christophers.co.uk/paris-hostels/book-paris-hostels St Christophers Hostel]. Massive hostel. 1.2km to venue.
* [http://www.paris-hostel.biz/budget.html Perfect hotel & hostel] affordable double/triple rooms, with private apartments nearby. 4.2km from venue. --> fully booked already [[User:ChristophD|ChristophD]] 08:52, 19 August 2011 (EDT)
* [http://www.montclair-hostel.com/ Le Montclair Hostel] - a little more expensive. 3.6km to venue.
* [http://www.caulaincourt.com/eng/resa-eng.php Caulain Square Hostel]. 4.8km from venue.
* [http://paris.fr.craigslist.fr/vac/] CraigsList

=== Off-schedule hacking sessions ===

There is separate space available on Saturday and Sunday for hacking sessions, and Bastien is looking for somewhere for Monday too (if not, we can tour some cafes).

Ideas for sessions (please add/edit):
* Focus on a couple of 11.3.0 issues (Daniel, Simon, Saturday afternoon?)
* Finish some pending design discussions (Simon, Gary)
* The road to PyGI/GTK3: no-hippo, porting Sugar theme to GTK3, etc. (Daniel, Simon, Raul, Sunday and Monday?)
* Extra documentation session: wikification of OLPC's new deployment guide PDF, documentation for ongoing Haiti efforts (Christoph)

Events/SugarCamp

2011-08-12T11:16:14Z

Bzg: New page for the SugarCamp

=== General information ===

Please see http://olpc-france.org/blog/sugar-camp-2011-in-paris/

=== Accommodation ===

==== List your name here if you need accommodation ====

* Christoph Derndorfer
* Sascha Silbe
* Daniel Drake
* Gary Martin

User:Bzg

2011-08-12T11:11:25Z

Bzg: Added a link to a subpage for the SugarCamp

More information on me here:

* http://wiki.laptop.org/go/User:Bzg
* http://lumiere.ens.fr/~guerry/olpc.php

Organizing the 2nd [[/SugarCamp]] in Paris 2011

Teacher feedback

2011-05-26T08:48:09Z

Bzg: /* Spreadsheet Activity */ typo

=About=
These are items that have been collected from the field by talking with teachers and what they miss using Sugar. Ideally they should be turned later into real Feature pages later.

==Spreadsheet Activity==
Often Open Office (for kids) is installed to use Calc (spreadsheet) because the SocialCalc activity is not working reliably enough. Also, teachers would like to have an activity to do simple cake and bars graphics (they used SocialCalc for these tasks so far). [http://lists.sugarlabs.org/archive/sugar-devel/2011-May/031343.html Discussion] about Open Office 4 kids and 'sugarization'.

==Activity for presentations==
Often Open Office (for kids) is installed to use Impress (presentations) because the SocialCalc activity is not working reliably enough.

==Options for making a screenshot, screenshot more accessible==
Many times they do a screenshot and open it in Paint to remove the toolbar. It would be nice to have options when making a screenshot like: only capture the active window, select an area to make a screenshot from. As well it would be nice to have the screenshot functionality and the options available in the UI. Has been turned into a [[Features/Display_Device | Feature]] already.

==Concept maps==
Teachers would like to have an activity or enhance the labyrinth activity for doing Concept Maps, at the moment they use cmaptools in GNOME, paths forward have been discussed at [http://lists.sugarlabs.org/archive/sugar-devel/2011-February/029986.html this thread].

==Add full name of user==
The teachers asked if it is possible to add a field for the real name of the child and another one for the nickname, because it is difficult to identify them for collaboration.

==Timeline Activity==
To teach history an activity that let's you do timelines has been requested often.

==Sequence Activity==
It would be nice to create a video with a sequence of photos like with [http://explore.live.com/windows-live-movie-maker MovieMaker] or [http://www.kdenlive.org/ kdenlive].

==Offline reading in Browse==
They propose to add an option to Browse to save a PDF file to enable offline reading.

EduJAM/2011/Conozco Uruguay Tour

2011-04-01T08:46:35Z

Bzg: /* Potential Participants */ Added origin

{{Translations}}

== eduTRIP! 2011 --- Community Exploration Tour --- Saturday April 30 to Thursday May 5 ==

<i>DETAILS EMERGING BELOW AND ON OUR <b>[[Talk:Conozco Uruguay Tour|DISCUSSION BLOG!]]</b>

[mailto:holt@laptop.org WRITE TODAY] IF YOU WANT TO JOIN!</i>

== Why ==
The Conozco Uruguay (C U!) community exploration tour will bring South American (and the world's) most passionate edutechnologists and committed teachers/mentors together, to witness Uruguay's and Plan Ceibal's profound journey. In conjunction with Uruguay's stongest volunteers, from CeibalJAM! to RAP Ceibal to Flor Ceibal and beyond. As the single country which has done the most with [http://laptop.org One Laptop per Child]'s XO Laptop and [http://sugarlabs.org Sugar Labs'] software (the Sugar Learning Platform) there are few places on earth where humankind's increasing marriage to educational technology is on more vivid display.

Similar to the famous Sugar Activity [http://wiki.laptop.org/go/Conozco_Uruguay Conozco] [http://activities.sugarlabs.org/en-US/sugar/addon/4199 Uruguay] itself!

== Who is Welcome ==
Tech-savvy education people from around South America. Education-savvy hackers from around the world. While [http://wiki.laptop.org/go/ClassActs/Resources OLPC and Sugar Labs experience] is not required -- nor is Spanish fluency -- enthusiasms around bringing exploratory learning into the 21st century are!

We assume participants will also participate in Montevideo's [[Uruguay Summit 2011]] May 5-7, focusing on practical futures for free educational software.

Finally, attendance will in fact be limited to a maximum number of (approximately) 15 independent travelers.

== Itinerary ==
Participants must be independent, able to travel lightly and completely self-sufficiently. Day trips in and around Montevideo, from Saturday April 30 until Wednesday/Thursday May 4/5. [[Talk:Conozco_Uruguay_Tour|Thanks for posting your feedback]] on our <b><u>DRAFT SCHEDULE</u></b> BELOW!

<i>[http://ceibaljam.org/edujam2011_en SEE ALSO THESE SUGGESTIONS]</i>

{| border="1" cellpadding="5" cellspacing="0"
|valign="top"|Saturday/Sábado 30 de Abril
|valign="top"|PM
|valign="top"|Welcome Dinner in some place: May be Pony Pisador Pocitos. (Martin - ANTEL)
|-
|valign="top"|Sunday/Domingo 1 de Mayo<br />(May Day)
|valign="top"|AM/PM
|valign="top"|Visit to a Rural City of Canelones to the "[http://proyecto-aurora.blogspot.com/ Aurora Project]" with volunteers and members of the community and Barbeque (Local contact: Edinson - RAP Conecta).
|-
|valign="top" rowspan="3"|Monday/Lunes 2 de Mayo
|valign="top"|AM
|valign="top"|Two schools in Las Piedras (Local contacts: Oscar/ RAP Canelones - Paolo/ RAP Montevideo)
|-
|valign="top"|PM
|valign="top"|<i>wine tour "Bodega Joanicó" likely moving to Thur May 5 AM</i>
|-
|valign="top"|17:30 hs
|valign="top"|Meeting with as many as 25 professors from [http://www.flordeceibo.edu.uy/ "Flor de Ceibo"]
|-
|valign="top" rowspan="2"|Tuesday/Martes 3 de Mayo
|valign="top"|AM
|valign="top"|No. 33 School "La Paloma" (Local Contact: Rosamel Ramirez - RAP Durazno)--- on site they have a person that can translate all the day
|-
|valign="top"|PM
|valign="top"|Overnight ranch stay (Durazno)
|-
|valign="top" rowspan="2"|Wednesday/Miércoles 4 de Mayo
|valign="top"|AM
|valign="top"|City Tour Montevideo (Organizer: Micaela CeibalJAM)
|-
|valign="top"|PM
|valign="top"|visit the School of Euskal Erria and after that, the [http://www.mediagala.com/rap/foro/viewtopic.php?f=11&t=196 "Help Center" RAP Montevideo] in order to interact with volunteers (Local contact: Rocío / RAP Montevideo)
|-
|valign="top" rowspan="3"|Thursday/Jueves 5 de Mayo
|valign="top"|Option 1
|valign="top"|Possible San Jose de Mayo w/ RAP Ceibal
|-
|valign="top"|Option 2
|valign="top"|Possible Wine Tour in "Bodega Joanicó" nearby countryside? (Organizer: Micaela CeibalJAM - Gustavo Ochoa / Joanicó)
|-
|valign="top"|~18:30 hs
|valign="top"|'''[[Uruguay Summit 2011|Summit Opening Reception!]]'''
|}

[http://olpcMAP.net?go=uruguay Map forthcoming!]

Alternate ideas: (ASK US!)
* BAP (Barrio de Atención Prioritaria) a low-income Montevideo neighborhood, with [http://rapceibal.blogspot.com RAP Ceibal] Saturday Apr 30?
* Euskal Erria
* Las Piedras
* Maldonado
* Tala (rural)
* Cardal (1st OLPC school)
* Paso de los Toros (small city)
* Salinas ([[User:Bernie|Bernie]] recommends)

== How on Earth is this Possible? ==
Volunteers from RAP Ceibal, CeibalJAM! and Flor de Ceibo have spent over 3 years building real-world community networks to bring Uruguay's youth and families more meaningfully into the 21st century. If globalism means anything at all, it means paying full and proper respect to people like these who organize to make a difference!

== Housing ==

Hostel-style options to be determined. Uruguayans eat well!!

Uruguay (generally) uses [http://treehouse.ofb.net/go/en/voltage/Uruguay 220V European] [http://www.adaptelec.com/index.php?main_page=document_general_info&products_id=252 electrical outlets] so please consider bringing a small converter.

Wifi access will be sought where possible, but not guaranteed.

Please see [[Talk:Conozco Uruguay Tour|'''Discussion''']] page for questions and discussion related to Housing.

== Cost ==
Expect to pay $500 or higher for housing/food/bus etc to cover your 6 days, from Saturday April 30 to Thursday May 5 inclusive. Homestays may reduce this cost if we are so lucky to build strong local relationships.

== Pre-Registration ==
Please write to [mailto:holt@laptop.org holt@laptop.org] explaining what you hope to bring to the group! Thanks for including the reasons you're interested -- and what you want to get out of this lifetime opportunity. Remember to list ALL allergies and medical conditions, roommate preferences, as well as your phone number(s).

Reality Check: If you are looking for packaged voluntourism and flush toilets at every turn, you've come to the wrong place. Have you traveled in developing countries before? You must be an independent traveler, open-hearted with all comers, understanding Uruguay is a safe country but not without its risks. <u>And Take Complete [http://www.travel-island.com/health.plan/uruguay.html Medical]/Insurance/Safety/Financial Precautions Now!</u>

THANKS everyone for [http://travel.state.gov/travel/cis_pa_tw/cis/cis_1054.html mindfully preparing] together today, for a trip more rewarding than money can buy.

== Potential Participants ==

* [http://twitter.com/adborden Aaron Borden], San Francisco
* [[User:Holt|Adam Holt]], Boston
* [[User:Bernie|Bernie Innocenti]], Italy
* [http://en.wikipedia.org/wiki/Carol_Ruth_Silver Carol Ruth Silver], San Francisco (arriving late)
* [http://wiki.laptop.org/go/Roadshow_in_a_Box Caryl] [http://olpcmap.net/?id=614001&km-distance=100 Bigenho], Los Angeles
* [http://paraguayeduca.org Cecilia Alcala?] Paraguay
* [http://derndorfer.eu Christoph Derndorfer], Vienna/Madrid
* Ed Bigenho, Los Angeles
* [http://www.outofindia.net/intro/harriet_webresume.htm Harriet Vidyasagar], India
* [http://franXOphonie.org Kacandre Bourdelais?] Gabon/Canada
* [http://twitter.com/lluigil Luis Galindo], Santa Cruz, Bolivia
* [http://www.linkedin.com/in/lediroca Leticia Romero], Uruguay
* [http://wiki.laptop.org/go/User:Kevin.benavides Kevin] [[User:Kevin.benavides|Benavides]], Nicaragua
* [http://www.contrib.andrew.cmu.edu/~ndoiron/ Nick Doiron], New Hampshire
* [http://youtube.com/watch?v=IY7w3USXF0w Pablo Flores], Montevideo
* [http://www.olenepal.org/core_team.html Rabi Karmacharya], Nepal
* [http://verma.sfsu.edu/ Sameer Verma], San Francisco (arriving late)
* Suzanne Adatto, Ann Arbor, Michigan
* [http://erikos.sweettimez.de/ Simon Schampijer], Germany
* [http://ole.org Tony Anderson], Texas/Rwanda
* [http://olpc-france.org Bastien Guerry], France
...

== Volunteer Organizers ==
* Leticia Romero
* Rocío Medina?
* Pablo Flores?
* Caryl Bigenho
* [[User:Holt|Adam Holt]]
* [http://wiki.sugarlabs.org/go/User:Nano_Nano Paolo Benini]

== [[Talk:Conozco Uruguay Tour|Join our Discussion Blog!]] ==

Please check out the "Accomodations" section of the Discussion and add your comments and preferences.

EduJAM/2011/Conozco Uruguay Tour

2011-04-01T08:46:14Z

Bzg: /* Potential Participants */ Added Bastien

{{Translations}}

== eduTRIP! 2011 --- Community Exploration Tour --- Saturday April 30 to Thursday May 5 ==

<i>DETAILS EMERGING BELOW AND ON OUR <b>[[Talk:Conozco Uruguay Tour|DISCUSSION BLOG!]]</b>

[mailto:holt@laptop.org WRITE TODAY] IF YOU WANT TO JOIN!</i>

== Why ==
The Conozco Uruguay (C U!) community exploration tour will bring South American (and the world's) most passionate edutechnologists and committed teachers/mentors together, to witness Uruguay's and Plan Ceibal's profound journey. In conjunction with Uruguay's stongest volunteers, from CeibalJAM! to RAP Ceibal to Flor Ceibal and beyond. As the single country which has done the most with [http://laptop.org One Laptop per Child]'s XO Laptop and [http://sugarlabs.org Sugar Labs'] software (the Sugar Learning Platform) there are few places on earth where humankind's increasing marriage to educational technology is on more vivid display.

Similar to the famous Sugar Activity [http://wiki.laptop.org/go/Conozco_Uruguay Conozco] [http://activities.sugarlabs.org/en-US/sugar/addon/4199 Uruguay] itself!

== Who is Welcome ==
Tech-savvy education people from around South America. Education-savvy hackers from around the world. While [http://wiki.laptop.org/go/ClassActs/Resources OLPC and Sugar Labs experience] is not required -- nor is Spanish fluency -- enthusiasms around bringing exploratory learning into the 21st century are!

We assume participants will also participate in Montevideo's [[Uruguay Summit 2011]] May 5-7, focusing on practical futures for free educational software.

Finally, attendance will in fact be limited to a maximum number of (approximately) 15 independent travelers.

== Itinerary ==
Participants must be independent, able to travel lightly and completely self-sufficiently. Day trips in and around Montevideo, from Saturday April 30 until Wednesday/Thursday May 4/5. [[Talk:Conozco_Uruguay_Tour|Thanks for posting your feedback]] on our <b><u>DRAFT SCHEDULE</u></b> BELOW!

<i>[http://ceibaljam.org/edujam2011_en SEE ALSO THESE SUGGESTIONS]</i>

{| border="1" cellpadding="5" cellspacing="0"
|valign="top"|Saturday/Sábado 30 de Abril
|valign="top"|PM
|valign="top"|Welcome Dinner in some place: May be Pony Pisador Pocitos. (Martin - ANTEL)
|-
|valign="top"|Sunday/Domingo 1 de Mayo<br />(May Day)
|valign="top"|AM/PM
|valign="top"|Visit to a Rural City of Canelones to the "[http://proyecto-aurora.blogspot.com/ Aurora Project]" with volunteers and members of the community and Barbeque (Local contact: Edinson - RAP Conecta).
|-
|valign="top" rowspan="3"|Monday/Lunes 2 de Mayo
|valign="top"|AM
|valign="top"|Two schools in Las Piedras (Local contacts: Oscar/ RAP Canelones - Paolo/ RAP Montevideo)
|-
|valign="top"|PM
|valign="top"|<i>wine tour "Bodega Joanicó" likely moving to Thur May 5 AM</i>
|-
|valign="top"|17:30 hs
|valign="top"|Meeting with as many as 25 professors from [http://www.flordeceibo.edu.uy/ "Flor de Ceibo"]
|-
|valign="top" rowspan="2"|Tuesday/Martes 3 de Mayo
|valign="top"|AM
|valign="top"|No. 33 School "La Paloma" (Local Contact: Rosamel Ramirez - RAP Durazno)--- on site they have a person that can translate all the day
|-
|valign="top"|PM
|valign="top"|Overnight ranch stay (Durazno)
|-
|valign="top" rowspan="2"|Wednesday/Miércoles 4 de Mayo
|valign="top"|AM
|valign="top"|City Tour Montevideo (Organizer: Micaela CeibalJAM)
|-
|valign="top"|PM
|valign="top"|visit the School of Euskal Erria and after that, the [http://www.mediagala.com/rap/foro/viewtopic.php?f=11&t=196 "Help Center" RAP Montevideo] in order to interact with volunteers (Local contact: Rocío / RAP Montevideo)
|-
|valign="top" rowspan="3"|Thursday/Jueves 5 de Mayo
|valign="top"|Option 1
|valign="top"|Possible San Jose de Mayo w/ RAP Ceibal
|-
|valign="top"|Option 2
|valign="top"|Possible Wine Tour in "Bodega Joanicó" nearby countryside? (Organizer: Micaela CeibalJAM - Gustavo Ochoa / Joanicó)
|-
|valign="top"|~18:30 hs
|valign="top"|'''[[Uruguay Summit 2011|Summit Opening Reception!]]'''
|}

[http://olpcMAP.net?go=uruguay Map forthcoming!]

Alternate ideas: (ASK US!)
* BAP (Barrio de Atención Prioritaria) a low-income Montevideo neighborhood, with [http://rapceibal.blogspot.com RAP Ceibal] Saturday Apr 30?
* Euskal Erria
* Las Piedras
* Maldonado
* Tala (rural)
* Cardal (1st OLPC school)
* Paso de los Toros (small city)
* Salinas ([[User:Bernie|Bernie]] recommends)

== How on Earth is this Possible? ==
Volunteers from RAP Ceibal, CeibalJAM! and Flor de Ceibo have spent over 3 years building real-world community networks to bring Uruguay's youth and families more meaningfully into the 21st century. If globalism means anything at all, it means paying full and proper respect to people like these who organize to make a difference!

== Housing ==

Hostel-style options to be determined. Uruguayans eat well!!

Uruguay (generally) uses [http://treehouse.ofb.net/go/en/voltage/Uruguay 220V European] [http://www.adaptelec.com/index.php?main_page=document_general_info&products_id=252 electrical outlets] so please consider bringing a small converter.

Wifi access will be sought where possible, but not guaranteed.

Please see [[Talk:Conozco Uruguay Tour|'''Discussion''']] page for questions and discussion related to Housing.

== Cost ==
Expect to pay $500 or higher for housing/food/bus etc to cover your 6 days, from Saturday April 30 to Thursday May 5 inclusive. Homestays may reduce this cost if we are so lucky to build strong local relationships.

== Pre-Registration ==
Please write to [mailto:holt@laptop.org holt@laptop.org] explaining what you hope to bring to the group! Thanks for including the reasons you're interested -- and what you want to get out of this lifetime opportunity. Remember to list ALL allergies and medical conditions, roommate preferences, as well as your phone number(s).

Reality Check: If you are looking for packaged voluntourism and flush toilets at every turn, you've come to the wrong place. Have you traveled in developing countries before? You must be an independent traveler, open-hearted with all comers, understanding Uruguay is a safe country but not without its risks. <u>And Take Complete [http://www.travel-island.com/health.plan/uruguay.html Medical]/Insurance/Safety/Financial Precautions Now!</u>

THANKS everyone for [http://travel.state.gov/travel/cis_pa_tw/cis/cis_1054.html mindfully preparing] together today, for a trip more rewarding than money can buy.

== Potential Participants ==

* [http://twitter.com/adborden Aaron Borden], San Francisco
* [[User:Holt|Adam Holt]], Boston
* [[User:Bernie|Bernie Innocenti]], Italy
* [http://en.wikipedia.org/wiki/Carol_Ruth_Silver Carol Ruth Silver], San Francisco (arriving late)
* [http://wiki.laptop.org/go/Roadshow_in_a_Box Caryl] [http://olpcmap.net/?id=614001&km-distance=100 Bigenho], Los Angeles
* [http://paraguayeduca.org Cecilia Alcala?] Paraguay
* [http://derndorfer.eu Christoph Derndorfer], Vienna/Madrid
* Ed Bigenho, Los Angeles
* [http://www.outofindia.net/intro/harriet_webresume.htm Harriet Vidyasagar], India
* [http://franXOphonie.org Kacandre Bourdelais?] Gabon/Canada
* [http://twitter.com/lluigil Luis Galindo], Santa Cruz, Bolivia
* [http://www.linkedin.com/in/lediroca Leticia Romero], Uruguay
* [http://wiki.laptop.org/go/User:Kevin.benavides Kevin] [[User:Kevin.benavides|Benavides]], Nicaragua
* [http://www.contrib.andrew.cmu.edu/~ndoiron/ Nick Doiron], New Hampshire
* [http://youtube.com/watch?v=IY7w3USXF0w Pablo Flores], Montevideo
* [http://www.olenepal.org/core_team.html Rabi Karmacharya], Nepal
* [http://verma.sfsu.edu/ Sameer Verma], San Francisco (arriving late)
* Suzanne Adatto, Ann Arbor, Michigan
* [http://erikos.sweettimez.de/ Simon Schampijer], Germany
* [http://ole.org Tony Anderson], Texas/Rwanda
* [http://olpc-france.org Bastien Guerry]
...

== Volunteer Organizers ==
* Leticia Romero
* Rocío Medina?
* Pablo Flores?
* Caryl Bigenho
* [[User:Holt|Adam Holt]]
* [http://wiki.sugarlabs.org/go/User:Nano_Nano Paolo Benini]

== [[Talk:Conozco Uruguay Tour|Join our Discussion Blog!]] ==

Please check out the "Accomodations" section of the Discussion and add your comments and preferences.

Activities/Moon

2010-09-01T13:14:54Z

Bzg: /* Learning Resources */ Added the link to the french version of Lamap presentation

<noinclude>{{GoogleTrans-en}}{{TOCright}}
[[Category:Activities|Moon]]
</noinclude>

=Description=
[[Image:Activity-moon-55x55.png]]

Moon is a simple Lunar phase activity for Sugar, including upcoming Lunar eclipse information and effects.

== Screenshots ==

[[Image:moon_screen1.jpg|615px]]

[[Image:moon_screen2.jpg|305px]] [[Image:moon_screen3.jpg|305px]]

== Moon Phases ==

See also http://en.wikipedia.org/wiki/Lunar_phase#Names_of_lunar_phases

=== New Moon ===

[[Image:Newmoon.jpg|left]] The new Moon is very hard to observe as it rises and sets so close to the Sun's position in the sky. This is the time when it's possible for a solar eclipse to occur, but due to the small visible size of both the Sun and the Moon disks, it happens very rarely. You may get a glimpse of the Moon's unlit disk just before sunrise or just after sun set before the sky gets too bright.<br clear="all" />

=== First Quarter ===

[[Image:Firstquartermoon.jpg|left]] The Moon rises after the Sun is up, while you're in full daylight, so you'll not get a good view until the Sun begins to set and the sky darkens. As the sky darkens the Moon will be high and/or towards the west.<br clear="all" />

=== Full Moon ===

[[Image:Fullmoon.jpg|left]] The full Moon rises in the east at about the same time the Sun sets, then sets in the west at about the same time the Sun rises - so it's quite easy to observe on a clear night. The Moon rise and set times, opposing the Sun's, are because full Moons occur when you (and the rest of the Earth) are directly between the Moon and the Sun. This is also the time when it's possible for a luna eclipse to occur (the Moon hidden by the Earth's shadow). Due to the Moon's slightly offset orbit, luna eclipses are quite rare as it usually misses the Earth's shadow.<br clear="all" />

=== Last Quarter ===

[[Image:Lastquartermoon.jpg|left]] The Moon rises late at night, before dawn, when the sky is dark and can be seen over in the east of the sky. By the time it reaches it's highest point in the sky the Sun will be beginning to rise making viewing less easy.<br clear="all" />

== Some Definitions ==

; Phase : Historical names for the various portion of the Moon as illuminated by the Sun
; Lunation : Average lunar month (roughly 29 days, 12 hours, and 44 minutes)
; Selenographic Terminator Longitude : Longitudinal position of the shadow as it moves east to west across the Moon's visible surface
; Lunar Eclipse : When the Earth is directly between the Sun and Moon, casting a shadow over the Moon's surface
; Solar Eclipse : When the Moon is directly between the Sun and Earth, casting a shadow on the Earth's surface
; Julian Date : Unit of measurement measuring days passed from a known point in history (BC 4713-01-01 12:00, Monday)
; Latitude : Unit of measurement indicating a position north or south
; Longitude : Unit of measurement indicating a position east or west

= Learning Resources =

A great PDF presentation by [http://www.inrp.fr/lamap/ La main à la pâte] - a worldwide network of scientists and educators engaging other teachers in hands-on approaches of science teaching. This presentation clearly and simply covers a range of Luna related experiments and projects, well worth a read:

: [http://olpc-france.org/docs/Seminaire_edifolco_LAMAP-OLPC_dec2009-GB.pdf Children of the Moon (Hijos de la Luna)]
: [http://olpc-france.org/docs/Seminaire_edifolco_LAMAP-OLPC_dec2009.pdf Enfant de la lune (Hijos de la Luna)]

= Development =

Moon is a fully Python activity that uses PyGTK for graphics and events. All Python code is in an easily modifiable single file with a Sugar activity subclass that takes care of control, views, and a model class for actual Moon calculations. The code was ported from a Cocoa application I wrote some time ago for the Mac, called [http://osx.garycmartin.com MoonDock].

== Release Notes ==

=== v10 ===

* Merged alsroot's solution to future proof json module
* Picked-up latest localizations

=== v9 ===

* Code cleanup (make pylint happier)
* Merged alsroot's excellent independence resolution code addition (resizes moon image to fit available display)
* Updated localizations (latest from Pootle, thanks all!)

=== v8 ===

* Updated empty NEWS file with actual news
* Added pt_BR.po translation (from Gabriel Menini).
* Corrected some word translations for Spanish.
* Added some revised Spanish translation changes from Gabriel Menini.

=== v7 ===

* Added French locale by Bastien Guerry (thanks!)
* Reduced frame padding to allow more space for longer French strings.
* Fixed encoding issue affecting one string in the po file for both FR and ES.
* Corrected missing newline from Juliana ES translation string.

=== v6 ===

* Now has a Spanish locale by Gabriel Menini (many thanks!)
* Removed service_name from .info, that spec went away a long time ago.
* Change methods from camelcase to make pylint happier...

=== v5 ===

* Cleaned up MANIFEST.
* Added extra licensing texts and activity.info fluff.
* Journal stores state for grid on/off and southern/northern view.
* Activity remembers last used defaults and will use them for new launches.
* GIT now includes the below Spanish name modification

=== v4 ===

* Now called Luna in the activity bar in Spanish locales. Still needs translation for spanish...

=== v3 ===

* Added a view toolbar.
* Feature added to display selenographic longitude and latitude grid lines (to help learning the terms).
* Feature added to toggle Moon image view between Northern and Southern hemisphere viewing location (rotates view 180deg).
* Textual displayed dates/times comply with local daylight saving rules and time zones (all internal calculations are in UTC).
* More accurate selenographic terminator visualisation (shadow) for waning gibbous & waxing crescent (corrected estimate for 3d curvature).

=== v2 ===

* Minor update to display information using your local time zone, instead of UTC

=== v1 ===

* Beta version with basic core functionality (text information, Moon phase visualisation, Lunar eclipse data & effect).

== TODOs ==

* Mouse over hover hints for major Lunar features
* Markers for interesting locations, view toolbar button, showing Lunar landings etc.
* State saving to Journal, for the new view options
* Simplify/clean-up textual data and information
** Improve information for the targeted demographic age
* Convert main view to Cairo to allow improved rendering
** Soft shadows
** Antialiased grid
** New daylight view feature (would be an estimate)
*** Light blue to black transition of sky and Moon composite
* Consider possible shared activity functionality
** Shared markers with text notes?
* Mini-month Lunar calendar (stylised icons)

== Feature requests ==

Add your feature requests here!

It would be good to have associated displays that explain some of the technical terms like, waxing, Julian, lunation, Selenographic, terminator, & longitude for the schoolchild or anyone wanting a lesson on Earth's moon. --[[User:FGrose|FGrose]] 23:00, 19 February 2008 (EST)

:In version 3, I've added an extra colour coded view showing a longitude and latitude grid along with compass directions - I'll probably extend this technique (least text as possible) in future versions (e.g with a view mode for labelling/highlighting the terminator edge in green). Hopefully this will help. --[[User:garycmartin|Garycmartin]] 2:00, 26 February 2008 (GMT)

It would be great if explanation (or link to it) for technical terms are provided on this wiki page. Without the knowledge it is very difficult to localize this activity on Pootle. --[[User:Korakurider|Korakurider]] 2:00, 10 October 2008 (JST)

:Thanks Korakurider, I'm just starting to add more descriptions on the wiki now (ideally I'll be looking to migrate some of this into the Moon Activity itself, I've avoided using much text so far to reduce the translation effort required). --[[User:Garycmartin|Garycmartin]] 20:58, 9 October 2008 (UTC)

Change date function would rock. --Edward/Tabitha 07:14, 15 November 2008 (UTC)

:Thanks Edward/Tabitha (I added this here from your email), the Moon source code is designed to support this, I just need to come up with a simple/friendly Sugar UI to allow it to happen. Thinking I might try a slightly different approach and solve this with a Lunar calendar view. --[[User:Garycmartin|Garycmartin]] 16:36, 15 November 2008 (UTC)

== Resources ==
* [http://activities.sugarlabs.org/en-US/sugar/addon/4034 Activity Library page]
* [http://git.sugarlabs.org/projects/moon Source]
* [http://download.sugarlabs.org/sources/honey/Moon/ Source tarball]
* [http://trac.sugarlabs.org/query?status=accepted&status=assigned&status=closed&status=new&status=reopened&groupdesc=1&group=milestone&component=Moon&order=priority&col=id&col=summary&col=status&col=owner&col=type&col=priority&col=version&col=severity&col=resolution&col=status_field&col=reporter&col=time&col=changetime Trac tickets]

Education Team/Education Bibliographies

2009-09-30T10:20:40Z

Bzg: Added two entries in the bibliography

The following selected bibliographical links have some connection with the Sugar enterprise and Constructionist education, including information on uses of a variety of technologies in education, research on child development (especially Constructivism), and evaluations of programs in use. Resources are also included bearing on other approaches to education, and resistance to Constructionism or to any other education reforms.

==Web sites==
* [http://www.ed.psu.edu/acsde/annbib/annbib.asp Internet-Based Distance Education Bibliography (1997-1999)] The American Center for the Study of Distance Education (ACSDE), The Pennsylvania State University, College of Education
* [http://www.umuc.edu/cvu/webliography.html Distance Education Bibliography] Center for the Virtual University, University of Maryland University College
* [http://mason.gmu.edu/~montecin/disedbiblio.htm Distance Learning Bibliography] George Mason University
* [http://online.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/publications.html SEYMOUR PAPERT & CONSTRUCTIONISM]
* [http://www.scn.org/ip/cpsr/diac/bibliogr.htm Community Space and Cyberspace] Computer Professionals for Social Responsibility
* [http://eprints.soton.ac.uk/19197/01/Jones_MMResBiblio_Logo_2005.pdf Using Logo in the Teaching and Learning of Mathematics: a research bibliography] (PDF)
* [http://www.maa.org/t_and_l/sampler/construct.html Constructivism in Mathematics Education] The Mathematical Association of America
* [http://xenia.media.mit.edu/~gak/thesis/MP_Bibliography.html Learning in MarketPlace: Economic Objects to Think With and Talk About] by Greg Alan Kimberly
* [http://mindgames.msu.edu/?page_id=21 Mindgames] Games and Learning Resources at Michigan State University
* [http://projects.coe.uga.edu/epltt/index.php?title=Vygotsky's_constructivism Vygotsky's Constructivism]
* [http://crossroads.georgetown.edu/vkp/resources/bibliography.htm Visible Knowledge Project]
* [http://www.marxists.org/archive/vygotsky/ Lev Vygotsky Archive]
* [http://www.citeulike.org/tag/constructionism CiteULike search]
* [http://en.wikipedia.org/wiki/Jerome_Bruner#Bibliography Wikipedia bibliography for Jerome Bruner]
* [http://www.liunet.edu/cwis/cwp/library/edpeople.htm#Bruner Jerome Bruner]
* [http://ocw.mit.edu/OcwWeb/Media-Arts-and-Sciences/MAS-962Spring-2003/Readings/index.htm The Nature of Constructionist Learning] MIT Open Courseware
* [http://www.rockman.com/projects/topics/learningLaptops.php Saul Rockman] reports on laptops in schools
* [http://caret.iste.org/index.cfm?fuseaction=searchStudies CARET article reviews] (Center for Applied Research in Educational Technology. Covers 1997-2003.

==Works==

In no particular order. This can use a lot of cleanup, particularly sorting and adding reference links where available. If anybody wants to supply full bibliographic details, the rest of us will be very grateful.

* [http://www.acer.edu.au/goodstart/review.html Project Good Start] [http://www.acer.edu.au/documents/GoodStart_Review.pdf Literature Review] (PDF) on numeracy education.

* [http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2a/5b/5b.pdf Implementation and Effects Of One-to-One Computing Initiatives: A Research Synthesis], by William R. Penuel, SRI InternationalJournal of Research on Technology in Education, ISTE (International Society for Technology in Education)

* Adelman, N., Donnelly, M. B., Dove, T., Tiffany-Morales, J., Wayne, A., & Zucker, A. A. (2002). The integrated studies of educational technology: Professional development and teachers’ use of technology. Menlo Park, CA: SRI International.

* Becker, H. J., & Anderson, R. E. (2000). Subject and teacher objectives for computer-using classes by school socio-economic status. Irvine, CA and Minneapolis, MN: Center for Research on Information Technology and Organizations, University of California, Irvine, and University of Minnesota.

* Becker, H. J., Ravitz, J., & Wong, Y. (1999). Teacher and teacher-directed student use of computers and product (No. 3: Teaching, Learning, and Computation, 1998 National Survey.). Irvine, CA: University of California at Irvine.

* Blumenfeld, P., Fishman, B. J., Krajcik, J., Marx, R. W., & Soloway, E. (2000). Creating usable innovations in systemic reform: Scaling up technology-embedded project-based science in urban schools. Educational Psychologist, 35(3), 149–164.

* Boaler, J. (2002). Experiencing School Mathematics : Traditional and Reform Approaches To Teaching and Their Impact on Student Learning, Revised and Expanded Edition (Rev Enl.). Lawrence Erlbaum.

* Chang, H.-h., Henriquez, A., Honey, M., Light, D., Moeller, B., & Ross, N. (1998). The Union City story: Education reform and technology—students’ perfor mance on standardized tests. New York, NY: Center for Children and Technology.

* Coburn, C. E. (2004). Beyond decoupling: Rethinking the relationship between the institutional environment and the classroom. Sociology of Education, 77(3), 211–244.

* Colella, V. (2000). Participatory simulations: Building collaborative understanding through immersive dynamic modeling. The Journal of the Learning Sciences, 9(4), 471–500.

* Consortium on School Networking. (2004). A guide to handheld computing in K–12 education. Washington, DC: Author.

* Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.

* Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.

* Daitzman, P. (2003). Evaluation of the national model laptop program—technology literacy, a dimension of information literacy: A journey into the global learning community, November 2002–June 2003. New Haven, CT: East Rock Global Magnet School.

* Davies, A. (2004). Finding proof of learning in a one-to-one computing classroom. Courtenay, BC: Connections Publishing.

* Davis, D., Garas, N., Hopstock, P., Kellum, A., & Stephenson, T. (2005). Henrico County Public Schools iBook survey report. Arlington, VA: Development Associates, Inc.

* Dinnocenti, S. T. (2002). Laptop computers in an elementary school: Perspectives on learning environments from students, teachers, administrators, and parents. Unpublished doctoral dissertation, University of Connecticut, Storrs, CT. UMI Publication Number 3034011.

* Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61.

* Fairman, J. (2004). Trading roles: Teachers and students learn with technology. Orono, ME: Maine Education Policy Research Institute, University of Maine Office.

* Frank, K. A., Zhao, Y., & Borman, K. (2004). Social capital and the diffusion of innovations within organizations: Application to the implementation of computer technology in schools. Sociology of Education, 77(2), 148–171.

* Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.

* Gaynor, I. W., & Fraser, B. J. (2003). [http://education.curtin.edu.au/waier/forums/2003/gaynor.html Online collaborative projects: A journey for two Year 5 technology rich classrooms]. Paper presented at the Western Australian Institute for Educational Research Forum.

* Gulek, J. C., & Demirtas, H. (2005). [http://www.jtla.org Learning with technology: The impact of laptop use on student achievement]. The Journal of Technology, Learning, and Assessment, 3(2).

* Harris, W. J., & Smith, L. (2004). Laptop use by seventh grade students with disabilities: Perceptions of special education teachers. Orono, ME: Maine Education Policy Research Institute, University of Maine Office.

* Haynes, C. (1996). The effectiveness of using laptop computers with middle school students identified as being inhibited writers. Unpublished doctoral dissertation, Union Institute, Cincinnati, OH. UMI Publication Number 9630228.

* Hegedus, S., & Kaput, J. (2004, September). [http://www.simcalc.umassd.edu/downloads/RR261_Kaput.pdf An introduction to the profound potential of connected algebra activities: Issues of representation, engagement and pedagogy]. Paper presented at the 28th Conference of the International Group for the Psychology of Mathematics Education, Bergen, Norway.

* Hill, J., & Reeves, T. (2004). Change takes time: The promise of ubiquitous computing in schools. A report of a four year evaluation of the laptop initiative at Athens Academy. Athens, GA: University of Georgia.

* Jaillet, A. (2004). What is happening with portable computers in schools? Journal of Science Education and Technology, 13(1), 115–128.

* Kanaya, T., Light, D., & Culp, K. M. (2005). Factors influencing outcomes from a technology-focused professional development program. Journal of Research on Technology in Education, 37(3), 313–329.

* Kaput, J., & Hegedus, S. (2002). [http://www.simcalc.umassd.edu/downloads/PME2002.pdf Exploiting classroom connectivity by aggregating student constructions to create new learning opportunities]. Paper presented at the 26th Conference of the International Group for the Psychology of Mathematics Education, Norwich, UK.

* Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61, 179–212.

* Kulik, C.-L. C., & Kulik, J. A. (1991). Effectiveness of computer-based instruction: An updated analysis. Computers in Human Behavior, 7, 75–94.

* Kulik, J. A. (1994). Meta-analytic studies of findings on computer-based instruction. In E. L. Baker & H. F. O’Neill, Jr. (Eds.), Technology assessment in education and training (pp. 9–33). Hillsdale, NJ: Lawrence Erlbaum.

* Lane, D. M. M. (2003). The Maine Learning Technology Initiative impact on students and learning. Portland, ME: Center for Education Policy, Applied Research, and Evaluation, University of Southern Maine.

* Lemke, C., & Martin, C. (2003a). [http://www.k12blueprint.com/k12/blueprint/story_1on1_computing_in_indiana.php One-to-one computing in Indiana: A state profile.] Culver City, CA: Metiri Group.

* Lemke, C., & Martin, C. (2003b). [http://www.k12blueprint.com/k12/blueprint/story_1on1_computing_in_maine.php One-to-one computing in Maine: A state profile.] Culver City, CA: Metiri Group.

* Lemke, C., & Martin, C. (2003c). [http://www.metiri.com/NSF-Study/MIProfile.pdf One-to-one computing in Michigan: A state profile.] Culver City, CA: Metiri Group.

* Lemke, C., & Martin, C. (2003d). [http://www.k12blueprint.com/k12/blueprint/story_1on1_computing_in_virgina.php One-to-one computing in Virginia: A state profile.] Culver City, CA: Metiri Group.

* Light, D., McDermott, M., & Honey, M. (2002). Project Hiller: The impact of ubiquitous portable technology on an urban school. New York: Center for Children and Technology, Education Development Center.

* Lowther, D. L., & Ross, S. M. (2003, April). [http://crep.memphis.edu/web/research/pub/Laptop_AERA_2003.pdf When each one has one]: The influences on teaching strategies and student achievement of using laptops in the classroom. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

* Lowther, D. L., Ross, S. M., & Morrison, G. R. (2001, July). [http://home.earthlink.net/anebl/lowther.pdf Evaluation of a laptop program: Successes and recommendations]. Paper presented at the National Education Computing Conference, Chicago, IL.

* Means, B., & Olson, K. (1995). Technology’s Role in Education Reform: Findings from a National Study of Innovating Schools. Menlo Park, CA: SRI International.

* Means, B., & Penuel, W. R. (2005). Research to support scaling up technology-based educational innovations. In C. Dede, J. P. Honan, & L. C. Peters (Eds.), Scaling up success: Lessons from technology-based educational improvement (pp. 176–197). San Francisco: Jossey-Bass.

* Mitchell Institute. (2004). One-to-one laptops in a high school environment: Piscataquis Community High School study final report. Portland, ME: Great Maine Schools Project, George J. Mitchell Scholarship Research Institute.

* Molina, A., Sussex, W., & Penuel, W. R. (2005). Training Wheels evaluation report. Menlo Park, CA: SRI International.

* Morrison, G. R., Lowther, D., & DeMuelle, L. (1999). Integrating computer technology into the classroom. Englewood Cliffs, NJ: Merrill/Prentice Hall.

* Myers, J. L. (1996). The influence of a take-home computer program on mathematics achievement and attitudes of Title I elementary school children. Unpublished doctoral dissertation, University of Georgia, Athens, GA. UMI Publication Number 9636476.

* National Center for Education Statistics. (2000). Teachers’ tools for the 21st century: A report on teachers’ use of technology. Washington, DC: U.S. Department of Education.

* National Research Council. (2002). Scientific research in education. Washington, DC: National Academy Press.

* Newhouse, C. P., & Rennie, L. (2001). A longitudinal study of the use of student-owned portable computers in a secondary school. Computers & Education, 36(3), 223–243.

* North Carolina Department of Public Instruction. (1999). 1997-98 report of student performance: North Carolina Tests of Computer Skills. Raleigh, NC: North Carolina Department of Public Instruction.

* Penuel, W. R., Kim, D. Y., Michalchik, V., Lewis, S., Means, B., Murphy, B., et al. (2001). Using technology to enhance connections between home and school: A research synthesis. Menlo Park, CA: SRI International.

* Riel, M., & Becker, H. J. (2000, April). The beliefs, practices, and computer use of teacher leaders. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.

* Rockman et al. (1995). Assessing the growth: The Buddy Project evaluation, 1994–5. San Francisco: Author.

* Rockman et al. (1998). Powerful tools for schooling: Second year study of the laptop program. San Francisco: Author.

* Roschelle, J., & Pea, R. D. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145–168.

* Roschelle, J., Pea, R. D., Hoadley, C. M., Gordin, D. G., & Means, B. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10(2), 76–101.

* Roschelle, J., Penuel, W. R., & Abrahamson, A. L. (2004). The networked classroom. Educational Leadership, 61(5), 50–54.

* Russell, M., Bebell, D., & Higgins, J. (2004). Laptop learning: A comparison of teaching and learning in upper elementary classrooms equipped with shared carts of laptops and permanent one-to-one laptops. Boston: Technology and Assessment Study Collaborative, Boston College.

* Sandholtz, J., Ringstaff, C., & Dwyer, D. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.

* Sarama, J., Clements, D. H., & Henry, J. J. (1998). Network of influences in an implementation of a mathematics curriculum innovation. International Journal of Computers for Mathematical Learning, 3(2), 113–148.

* Schaumburg, H. (2001, June). Fostering girls’ computer literacy through laptop learning. Paper presented at the National Educational Computing Conference, Chicago, IL.

* Sheingold, K., & Hadley, M. (1990). Accomplished teachers: Integrating computers into classroom practice. New York: Center for Technology in Education, Bank Street College of Education.

* Silvernail, D. L., & Harris, W. J. (2003). The Maine Learning Technology Initiative teacher, student, and school perspectives: Mid-year evaluation report. Portland, ME: Maine Education Policy Research Institute, University of Southern Maine.

* Silvernail, D. L., & Lane, D. M. M. (2004). The impact of Maine’s one-to-one laptop program on middle school teachers and students: Phase one summary evidence. Portland, ME: Maine Education Policy Research Institute, University of Southern Maine.

* Stevenson, K. R. (1998). Evaluation report—Year 2: Middle School Laptop Program, Beaufort County School District. Beaufort, SC: Beaufort County School District.

* Stevenson, K. R. (1999). Evaluation report—Year 3: Middle School Laptop Program, Beaufort County School District. Beaufort, SC: Beaufort County School District.

* Stevenson, K. R. (2002). Evaluation report—Year 2: High school laptop computer program (Final Report, for school year 2001/2002). Liverpool: Liverpool Central School District, New York.

* Stroup, W. M. (2002, September). Instantiating Seeing Mathematics Structuring the Social Sphere (MS3): Updating generative teaching and learning for networked mathematics and science classrooms. Paper presented at the First International Conference on Wireless and Mobile Technologies in Education, Vaxjo, Sweden.

* Tatar, D., Roschelle, J., Vahey, P., & Penuel, W. R. (2003). Handhelds go to school. IEEE Computer, 36(9), 30–37.

* Trimmel, M., & Bachmann, J. (2004). Cognitive, social, motivational and health aspects of students in laptop classrooms. Journal of Computer Assisted Learning, 20(2), 151–158.

* Vahey, P., & Crawford, V. (2002). Palm Education Pioneers program: Final evaluation. Menlo Park, CA: SRI International.

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* Windschitl, M., & Sahl, K. (2002). Tracing teachers’ use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research Journal, 39(1), 165–205.

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* Carlos Cárdenas, 2008 [http://wiki.laptop.org/go/Projects/TestUsabilityOLPC "Usability Test for Sugar OS into Classmate, OLPC, Laptop"] from Perú.

* Stager, Gary S. [http://www.stager.org/articles/laptopbookchapter.html "Laptops in School — A Wonderfully Cautionary Tale"]

* Judith A. McLaughlin ''Bibliography of the Works of Jean Piaget in the Social Sciences'' (1988).

* ''Constructionism in practice: Designing, thinking and learning in a digital world''. Hillsdale , NJ : Lawrence Erlbaum Associates.

* Papert, S. (1991). '"Situating constructivism". In I. Harel & S. Papert (Eds.), ''Constructionism: Research reports and essays, 1985-1990'' . Norwood , NJ : Ablex.

* Papert, S. (1993). ''The children ‘ s machine: Rethinking school in the age of the computer''. New York : Basic Books.

* Berger, P. & T. Luckmann (1967) ''The social construction of reality''. London: Penguin.

* Fosnot, Catherine Twomey, ed. ''Constructivism: Theory, Perspectives, & Practice''. New York: Teachers College Press, 1996.

* Wilson, Brent G., ed. ''Constructivist Learning Environments: Case Studies in Instructional Design''. Englewood Cliffs, NJ: Educational Technology Publications, 1996.

* ''The Institute for Learning Technologies: Pedagogy for the 21st Century''. Institute for Learning Technologies Teachers College · Columbia University November 1999 (Links to PDF)

* Harel, I. and Papert, S. (eds) (1991): ''Constructionism''. Norwood, NJ, Ablex Publishing Corporation.

* Lave, J. and Wenger, E. (1991): ''Situated Learning: Legitimate Peripheral Participation''. Cambridge University Press.

* Papert, S. (1990): ''A Critique of Technocentrism in Thinking About the School of the Future''. MIT Epistemology and Learning Memo No. 2. Cambridge, Massachusetts, Massachusetts Institute of Technology Media Laboratory.

* Speed, B. (1991) "Reality exists O.K. ? An argument against constructivism and social constructionism". Family Therapy, 13. 395-409.

* Carr, W (eds) (2005). ''Philosophy of education''. Oxon: Routledge.

* [http://www.eduvision.ch/en/meta/documents/ethiopiareport_080227a-mh.pdf Eduvision report] (PDF) on OPLC XOs in Ethiopia: ''Ethiopia mplementation Report, September - December 2007''

* EFA (2000). [http://www.unesco.org/eduation/efa ''Education For All (EFA) International Coordination''].

* EFA (2005). ''EFA Global Monitoring Report: Education for all – The quality imperative''. Paris: UNESCO

* EFA (2008). ''EFA Global Monitoring Report 2008 – Education for All by 2015, will we make it?''

* Ellerman, D., 2004. "Autonomy in Education and Development". Journal of International co-operation in Education, 7, (1), 3-14

* Fredriksson, U., 2004. "Quality Education: The Key Role of Teachers". Education International. Working Papers No. 14, September 2004

* Hartel, H (2008). ''Low-cost devices in educational systems: The use of the XO laptop in the Ethiopian educational system''. Eschborn, GTZ.

* Kort, B & Reilly R (2008). ''Evolving educational pedagogy in developing nations''. MIT Media Laboratory.

* Lasonen, J et al (2005). ''Education and training in Ethiopia: An evaluation of approaching EFA goals''. Discussion Paper 23, Institute for Educational Research, University of Jyvaskyla.

* Mazrui, A (2000). ''The World Bank, the language question, and the future of African education''. Chapter 5 in, Federici, S & Caffentzis, C (eds). ''A Thousand Flowers: Social Struggles Against Structural Adjustment in African Universities''. Africa World Press, 2000.

* Naidoo, J (2003). ''Implementing educational decentralization''. Policy and strategy paper, UNESCO.

* Negash, T (2006). ''Education in Ethiopia: From crisis to the brink of collapse''. Discussion Paper 33, Nordiska Afrikainstitutet, Uppsala.

* Richardson, V., 2003. "Constructivist Pedagogy". Teachers College Record, 105, (9), 1623-1640

* Shotton, J., 2002. "How pedagogical changes can contribute to the quality of education". In Desai, V. & Potter, R., (eds) The Companion to Development Studies, Arnold: London, 414-418

* Smith, WJ. & Ngoma-Maema, YW., 2003."Education for all in South Africa: Developing a national system for quality assurance". Comparative Education, 39, (3), 345-365

* Stroud, C, 2002, "Towards a Policy for Bilingual Education in Developing Countries", Sida New Education Division Documents No.10. Stockholm: Sida.

* United Nations (2000). [http://www.un.org/millenniumgoals/ The UN Millennium Development Goals.]

* Wenglinsky, H. (2005) Chp. 4 in Using Technology Wisely: the keys to success in schools, Columbia University Teachers College Press, NY, 60-77, CP

* White, J (1982). ''The aims of education restated''. London: Routledge.

* Kohn, Alfie, ''Punished by Rewards, The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes'', (Boston: Houghton Mifflin, 1993 / 1999). 1999 edition features a new Afterword by the author

* Lister, Raymond, [http://crpit.com/confpapers/CRPITV78Lister.pdf "After the Gold Rush: Toward Sustainable Scholarship in Computing"] (pdf, 16pp) Faculty of Information Technology, University of Technology, Sydney, Australia

* [http://billkerr2.blogspot.com/2008/07/raymond-listers-paper.html Review] of paper, "After the Gold Rush"

* [http://www.vpri.org/pdf/OLPCCountries_RN-2007-006-a.pdf Children Learning by Doing: Squeak Etoys on the OLPC XO] (PDF) Alan Kay, VPRI Research Note RN-2007-006-a Viewpoints Research Institute (draft), 2007

* [http://www.vpri.org/pdf/etoys_n_authoring.pdf Squeak Etoys Authoring & Media] (PDF) Alan Kay, VPRI Research Note RN-2005-002, Viewpoints Research Institute 2005

* [http://www.vpri.org/pdf/etoys_n_learning.pdf Squeak Etoys, Children & Learning] (PDF) Alan Kay, VPRI Research Note RN-2005-001, Viewpoints Research Institute 2005

* [http://squeakbyexample.org/ Squeak by Example] online

* [http://www.gesci.org/files/docman/1_to_1_Technologies_Computing_in_the_Developing_World_by_M._Hooker_GeSCI.doc 1:1 Technologies/Computing in the Developing World: Challenging the Digital Divide] (.doc file), by [mailto:mary.hooker@gesci.org Mary Hooker] Education Specialist, [http://www.gesci.org Global e-Schools and Communities Initiative]

* Ainscow, M. 2003. Developing inclusive education systems: what are the levers for change? Manchester: University of Manchester

* Agalianos, A., Noss, R. and Whitty, G. (2001) Logo in Mainstream Schools: the struggle over the soul of an educational innovation British Journal of Sociology of Education, 22 (4), 479 – 500

* Bassi, R. (2008) Guide to Pilot Projects and Large Scale Deployment of ICTs in the Education Sector (Draft). GeSCI: Nairobi

* BECTA. (Homepage) [Online]. Available from: http://www.becta.org.uk/ [Accessed 5 May 2008]

* Bonifaz, A. and Zucker, A. 2004. [http://www.neirtec.org/laptop/LaptopLessonsRprt.pdf Lessons Learned from Providing Laptops to All Students] (PDF), NEIRTEC [Online].
* Burkhardt, G. et al. 2003. enGauge 21st Century Skills: Literacy in the Digital Age. Naperville: NCREL and METIRI

* Cangeloso, Sal: Lessons to learn from the OLPC [Online]. Available from: http://www.geek.com/lessons-to-learn-from-the-olpc/ [Accessed 5 April 2008]

* Center for Digital Education, 2004. One- to- One Laptop Initiatives: Providing Tools for 21st Century Learners. K – 12 Strategy Paper [Online]. Available from: http://www.centerdigitaled.com [Accessed 5 April 2008]

* Concord Consortium. [Online]. Available from: Inter-American Development Bank http://www.iadb.org/sds/SCI/site_7458_e.htm [Accessed 5 April 2008]

* Draxler, A. 2008. New Partnerships for EFA: Building on Experience. Paris: IIEP

* Engestrom, Y. 2001. Expansive Learning at Work: toward an activity theoretical reconceptualization. Journal of Education and Work [Online].14 (1), pp 133-156. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 01 April 2008]

* Everts, B., Harren, M. and Hollow, D. 2008. Ethiopia Implementation Report, September – December 2007 [Online]. Available from: Eduvision http://www.gg.rhul.ac.uk/ict4d/eduvisionethiopia.pdf [Accessed 14 April 2008]

* Excell, J. 2007. Flash of Inspiration. Non-profit organization gears up for mass production aimed at bringing schoolchildren in the developing world all the benefits of the IT revolution, The Engineer [Online]. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 01 April 2008]

* Farrell, G. and Isaacs, S. 2007. Survey of ICT and Education in Africa [Online]. Available from: infoDev http://www.infodev.org/en/Publication.353.html [Accessed 16 April 2008]

* Fullan, M. 2007. The New Meaning of Educational Change. Fourth Edition. New York: Teachers College Press

* Grabinger, S., Aplin, C. and Ponnappa-Brenner, G. 2007. Instructional Design and Sociocultural Learning Environments. e-Journal of Instructional Science and Technology [Online]. 10 (1), pp1-15. Available from: http://www.usq.edu.au/electpub/ejist/docs/vol10_no1/papers/full_papers/grabinger_aplin_ponnappabren.pdf [Accessed 18 April 2008]

* Hartel, H. 2008. Low-cost devices in educational systems: The use of the “XO-Laptop” in the Ethiopian Educational System [Online]. Available from: GTZ http://66.102.9.104/search?q=cache:c3S44gPGv8J:www.gtz.de/de/dokumente/gtz2008-en-laptop. [Accessed 5 April 2008]

* Hepp, P. et al (2004) Technology in Schools – Education, ICT and the Knowledge Society [Online]. Available from: http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/0,,contentMDK:20263851~menuPK:534136~pagePK:148956~piPK:216618~theSitePK:282386,00.html [Accessed: 27/07/2007].

* Information for Development Programme (infoDev). Quick Guide: Low cost computing devices for the developing world. [Online]. Available from: http://www.infodev.org/en/index.html [Accessed 13 April 2008]

* Keefe, D. and Zucker, A. 2003. Ubiquitous Computing Projects: A Brief History [Online]. Available from: Ubiquitous Computer Evaluation Consortium. Available from: http://ubiqcomputing.org/ [Accessed 7 April 2008]

* Kanehira, N. 2007. Innovation in Learning and Beyond: Intorducing a $100 Laptop through Public-Private Partnerships. The Kennedy School Review [Online]. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 01 April 2008]

* Kestenbaum, D. 2005. The Challenges of IDC: What have we learned from our past? A conversation with Seymour Papert, Marvin Minsky and Alan Kay. Communications of the ACM [Online]. 48 (1) 35 – 38. Available from Academic Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 12 April 2008]

* Kumar, S. (senthil.kumar@gesci.org) 14 May, 2008. Re: 1:1. Email to Mary Hooker Cc: Patti.Swarts; Alex.Twinomugisha; Roxana Bassi

* Menchik, D. 2004. Placing cybereducation in the UK classroom. British Journal of Sociology of Education [Online]. 25 (2), pp 193-213. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 01 April 2008]

* National Council for Curriculum and Assessment, 2004. Curriculum Assessment and ICT in the Irish Context: A Discussion Paper [Online]. Available from NCCA http://www.ncca.ie/uploadedfiles/Publications/CurriculumAssessmentandICT.pdf [Accessed 14 May 2008]

* Narvarro, J.C. 2006. The One Laptop Per Child Initiative: A Framework for Latin America and the IDB [Online]. Available from: Inter-American Development Bank http://www.iadb.org/sds/SCI/site_7458_e.htm [Accessed 13 April 2008]

* Noss, Richard and Pachler, Norbert (1999) The challenge of new technologies: doing old things in a new way, or doing new things? IN: Mortimore, P. (eds.) Understanding pedagogy and its impact on learning. London: Paul Chapman Publishing

* Ogawa, R.T., Crain, R., Loomis, M. and Ball, T. 2008. CHAT-IT: Toward Conceptualizing Learning in the Context of Formal Organizations. Educational Researcher [Online]. 37 (2), pp 83-95. Available from: Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 01 April 2008]

* Papert, S. 1980. Mindstorms: Children, Computers and Powerful Ideas. New York. Basic Books

* Papert, S. and Harel, I. 1991 Situating Constructionism. Available from: http://www.papert.org/articles/SituatingConstructionism.html [Accessed 13 April 2008]

* Papert, S. 1993. The Children’s Machine: Rethinking School in the Age of the Computer. New York: Basic Books

* Papert, S. 2004. Keynote Address. i3 1 to 1 Computing Conference, 31 May, Sydney Australia [Online]. Available from: http://homepage.mac.com/stager/iMovieTheater23.html

* Rapoza, J. 2007. Will this Laptop Change the World? eWeek [Online]. Insight, pp44 – 50, 13 August 2007. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 01 April 2008]

* Robertson, I. 2007 E-Learning Practice and Activity Theory. You Tube [Online] Available from: http://ie.youtube.com/watch?v=2gbKIYwbhig [Accessed 5 April 2008]

* Scanlon, E. and Issroff, K. 2005. Activity Theory and Higher Education: evaluating learning technologies. Journal of Computer Assisted Learning [Online]. 21, pp430-439. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 01 April 2008]

* Senge, P. M. 1990, 2006. The Fifth Discipline: The Art & Practice of The Learning Organisation. London: Random House

* Shawki, T.G. (2007). On ICT Utilization Toward Building Global Knowledge Societies. IN: Handheld Learning Conference and Exhibition. October 2007. [Online]. Available from: Handheld learning http://handheldlearning.blip.tv/file/445211/ [Accessed 0 April 2008]

* Surowlecki, J. 2006. Philanthropy’s New Prototype: Can Nicholas Negroponte get Governments to buy Cheap Laptops? Technology Review [Online]. 109 (5), pp48-56. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 01 April 2008]

* Swarts, P. 2008. ICT as Core and Elective Subject: Issues to Consider. Accra: GeSCI

* Thomas, M. (2007) Review: Laptops in literacy: Learning in the wireless classroom. British Educational Communications and Technology Agency [Online]. 38 (6) pp1145 -1146. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 01 April 2008]

* Tinker, R., Galvis, A and Zucker, A. 2007. 1:1 Computing In Support of Science and Mathematics Education: Recommendations for Large Scale Implementations. The Twinomugisha, A. (2006). The price of good policy: Calculating the Total Cost of ICT4E Ownership. Digital Learning. 11 (9), pp28 – 31

* User-Centric Enterprise Architecture [Online]. Available from: http://usercentricea.blogspot.com/ [Accessed 14 May 2008]

* UNESCO. ICT Competency Standards for Teachers [Online]. Available from: http://portal.unesco.org/ci/en/ev.phpURL_ID=22997&URL_DO=DO_TOPIC&URL_SECTION=201.html [Accessed 15 May 2008]

* Vygotsky, L.S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridgw: Harvard University Press

* Zucker, A. 2005. One-to-One Computing Evaluation Consortium: Policy Brief. The Concord Consortium [Online]. Available from:
http://www.genevalogic.com/blog/wpcontent/uploads/2006/08/Lessons_Learned_Brief.pdf [Accessed 16 April 2008]

* Cavallo, D. 2006. [http://www.laptop.org/Models_of_Growth.pdf Models of Growth--towards fundamental change in learning environments].

* Battro, A. [http://wiki.laptop.org/go/PASS Reflections and actions concerning a globalized education].

* Stefanakis, E. 2002. ''Multiple Intelligences and Portfolios: A Window into the Learner's Mind.''

* Schön, D. ''The Reflective Practitioner''

==See Also==
* http://wiki.laptop.org/go/Academic_Papers
* http://wiki.laptop.org/go/OLPC_Peru/Arahuay#Observable_changes
* http://wiki.laptop.org/go/Ferreñafe

[[Category:Education Team]]

User:Bzg

2009-08-01T07:55:05Z

Bzg: Added information about Bastien

More information on me here:

* http://wiki.laptop.org/go/User:Bzg
* http://lumiere.ens.fr/~guerry/olpc.php

Oversight Board/2009-2010-candidates

2009-08-01T07:53:05Z

Bzg: Added Bastien

<noinclude>{{GoogleTrans-en}}</noinclude>

Please add your name to the list below if you are interested in being a candidate for the Sugar Labs Oversight Board for 2009–2010. Also, please include a link to some background information or any position statement you may have.

* [[User:Walter|Walter Bender]]
* [[User:CarolineM|Caroline Meeks]]
* [[User:RafaelOrtiz|RafaelOrtiz]]
* [[User:SeanDaly|Sean Daly]]
* [[User:Mokurai|Edward Mokurai Cherlin]], [http://www.earthtreasury.org/worknet Earth Treasury]
* [[User:Sdz|Sebastian Dziallas]]
* [[User:Mchua|Mel Chua]]
* [[User:Tomeu|Tomeu Vizoso]]
* [[User:bzg|Bastien Guerry]]

[[Category:Oversight board]]
[[Category:Governance]]

[[Category:Team]]

Activities/Helpfr

2009-07-14T17:30:00Z

Bzg: Added the activity page

{{translations}}

====== Helpfr: french adaptation of the Help activity ======

Activity: http://activities.sugarlabs.org/en-US/sugar/addon/4195
Source: http://git.sugarlabs.org/projects/helpfr

This activity is the french equivalent of the [http://wiki.sugarlabs.org/go/Activities/Help Help activity]. It takes content from the OLPC/Sugar [http://en.flossmanuals.net/ french flossmanuals] and bundle it into a Sugar activity.

Activities/Helpfr/lang-fr

2009-07-12T14:38:13Z

Bzg:

{{Translation}}

====== Helpfr: adaptation française de l'activité Help ======

Code source: http://git.sugarlabs.org/projects/helpfr

Cette activité est l'équivalent français de l'[http://wiki.sugarlabs.org/go/Activities/Help activité Help]. Elle contient les manuels OLPC et Sugar rédigé dans http://flossmanuals.org.

Activities/Helpfr/lang-fr

2009-07-12T14:37:11Z

Bzg:

Activities/lang-fr

2009-07-12T14:35:56Z

Bzg: Blanked the page

Activities/lang-fr

2009-07-12T14:35:31Z

Bzg:

{{Translation}}

====== Helpfr: adaptation française de l'activité Help ======

Code source: http://git.sugarlabs.org/projects/helpfr

Helpfr est l'adaptation en français de l'[http://wiki.sugarlabs.org/go/Activities/Help activité Help]. Elle contient les manuels rédigés avec [[http://flossmanuals.org]] et les rend navigables dans une activité Sugar.

Activities/Helpfr

2009-07-12T14:33:47Z

Bzg:

{{translations}}

====== Helpfr: french adaptation of the Help activity ======

Source: http://git.sugarlabs.org/projects/helpfr

This activity is the french equivalent of the [http://wiki.sugarlabs.org/go/Activities/Help Help activity]. It takes content from the OLPC/Sugar [http://en.flossmanuals.net/ french flossmanuals] and bundle it into a Sugar activity.

Activities/Helpfr

2009-07-12T14:33:30Z

Bzg:

{{Translation}}

====== Helpfr: french adaptation of the Help activity ======

Source: http://git.sugarlabs.org/projects/helpfr

This activity is the french equivalent of the [http://wiki.sugarlabs.org/go/Activities/Help Help activity]. It takes content from the OLPC/Sugar [http://en.flossmanuals.net/ french flossmanuals] and bundle it into a Sugar activity.

Activities/Helpfr/lang-fr

2009-07-12T14:32:48Z

Bzg:

Activities/Helpfr/lang-fr

2009-07-12T14:31:17Z

Bzg:

====== Helpfr: adaptation française de l'activité Help ======

Code source: http://git.sugarlabs.org/projects/helpfr

Cette activité est l'équivalent français de l'[http://wiki.sugarlabs.org/go/Activities/Help activité Help]. Elle contient les manuels OLPC et Sugar rédigé dans [[http://flossmanuals.org]].

Activities/Helpfr/translations

2009-07-12T14:28:47Z

Bzg:

Activities/Helpfr

2009-07-12T14:27:27Z

Bzg:

{{translation}}

====== Helpfr: french adaptation of the Help activity ======

Source: http://git.sugarlabs.org/projects/helpfr

This activity is the french equivalent of the [http://wiki.sugarlabs.org/go/Activities/Help Help activity]. It takes content from the OLPC/Sugar [http://en.flossmanuals.net/ french flossmanuals] and bundle it into a Sugar activity.

Activities/Helpfr/lang-fr

2009-07-12T14:23:53Z

Bzg: Blanked the page

Activities/Helpfr

2009-07-12T14:22:55Z

Bzg:

====== Helpfr: french adaptation of the Help activity ======

Source: http://git.sugarlabs.org/projects/helpfr

This activity is the french equivalent of the [http://wiki.sugarlabs.org/go/Activities/Help Help activity]. It takes content from the OLPC/Sugar [http://en.flossmanuals.net/ french flossmanuals] and bundle it into a Sugar activity.

Activities/Helpfr

2009-07-12T14:22:30Z

Bzg:

====== Helpfr: french adaptation of the Help activity ======

Source: http://git.sugarlabs.org/projects/helpfr

This activity is the french equivalent of the [[http://wiki.sugarlabs.org/go/Activities/Help Help activity]]. It takes content from the OLPC/Sugar [[http://en.flossmanuals.net/ french flossmanuals]] and bundle it into a Sugar activity.

Activities/Helpfr

2009-07-12T14:21:57Z

Bzg:

====== Helpfr: french adaptation of the Help activity ======

Source: http://git.sugarlabs.org/projects/helpfr

This activity is the french equivalent to the [[http://wiki.sugarlabs.org/go/Activities/Help|Help activity]]. It takes content from the OLPC/Sugar [[http://en.flossmanuals.net/|french flossmanuals]] and bundle it into a Sugar activity.

Activities/Helpfr/translations

2009-07-12T14:21:34Z

Bzg: Blanked the page

Activities/lang-fr

2009-07-12T14:20:32Z

Bzg: Blanked the page

Activities/lang-fr

2009-07-12T14:19:52Z

Bzg: Added french translation

====== Helpfr: adaptation en français de l'activité Help ======

Code source: http://git.sugarlabs.org/projects/helpfr

Cette activité est l'équivalent français de l'activité [[http://wiki.sugarlabs.org/go/Activities/Help|Help]]. Elle prend les contenus des manuels OLPC/Sugar créés avec [[http://en.flossmanuals.net/|french flossmanuals]] et les rend navigables dans une activité Sugar.

Activities/lang-fr

2009-07-12T14:17:16Z

Bzg: Created page with '{{subst:requesttranslation}}'

{{translation
| source = Activities
| lang = {{subst:lang-fr}}
| status = {{translation/wanted/{{SUBPAGENAME}}}}
}}

Activities/Helpfr/lang-fr

2009-07-12T14:16:20Z

Bzg: Created page with '{{subst:requesttranslation}}'

{{translation
| source = Activities/Helpfr
| lang = {{subst:lang-fr}}
| status = {{translation/wanted/{{SUBPAGENAME}}}}
}}

Activities/Helpfr/translations

2009-07-12T14:16:01Z

Bzg:

{{Translationlist | fr | origlang=en | translated={{{translated}}}}}

Activities/Helpfr/translations

2009-07-12T14:15:31Z

Bzg: Started translation for Helpfr

{{Translationlist | xx | origlang=en | translated={{{translated}}}}}

Activities/Helpfr

2009-07-12T14:14:47Z

Bzg:

{{translations}}

====== Helpfr: french adaptation of the Help activity ======

Source: http://git.sugarlabs.org/projects/helpfr

This activity is the french equivalent to the [[http://wiki.sugarlabs.org/go/Activities/Help|Help activity]]. It takes content from the OLPC/Sugar [[http://en.flossmanuals.net/|french flossmanuals]] and bundle it into a Sugar activity.

Activities/Helpfr

2009-07-04T21:26:45Z

Bzg: Created the Helpfr activity page

Helpfr: french adaptation of the Help activity

TBD

Sugar on a Stick

2009-07-02T16:08:05Z

Bzg: Added link to french translation

<noinclude>{{ Translations | [[Sugar_on_a_Stick|english]] | [[Sugar_on_a_Stick/lang-es|español]] | [[Sugar_on_a_Stick/lang-fr|français]]}}{{GoogleTrans-en}}{{TeamHeader|Sugar on a Stick|home=Project Home|xbgColor=ffe792|join_label=Get Involved}}</noinclude>
{| class="wikitable"
|<div style="font-size: 1.5em; background: #ffffff; padding: 10px;" align=center>The v1 Strawberry release of Sugar on a Stick is [[Sugar_on_a_Stick/Strawberry| here]]!</div>
== Introduction ==

Sugar Labs offers ubiquitous access to Sugar in a USB (Universal Serial Bus) flash memory drive (stick). The Sugar on a Stick project gives children access to ''their'' Sugar on any computer in their environment with just a USB memory stick. Taking advantage of the Fedora LiveUSB, it's possible to store everything you need to run Sugar on a single USB memory stick (minimum size 1GB). This small USB device can boot into the Sugar learning platform on different computers at home, at school, or at an after-school program, bypassing the software on the those computers. In fact, Sugar on a Stick will work even if the computer does not have a hard-drive. With Sugar on a Stick, the learning experience is the same on any computer: at school, at home, at the library, or an after-school center.

You can learn more from [http://www.xconomy.com/boston/2009/02/05/sugar-beyond-the-xo-laptop-walter-bender-on-olpc-sucrose-084-and-sugar-on-a-stick/ Walter Bender's interview with Xconomy], [http://www.olpcnews.com/software/sugar/sugar_on_a_stick_netbooks.html Wayan Vota's video] and [http://www.flickr.com/photos/curiouslee/sets/72157613785006745/ Mike Lee's pictures].
|<span class="plainlinks">[{{fullurle:Sugar on a Stick/Strawberry}} {{filepath:SugarLabs3x.jpg}}]</span>
|}
{| class="wikitable"
|<div align=left><span class="plainlinks">[{{fullurle:Development Team/Release/Releases/Sucrose/0.84}} http://wiki.sugarlabs.org/images/thumb/3/30/Soas-1.png/180px-Soas-1.png]</span>
|
'''What's exactly on the Stick''': The Fedora version contains a compressed copy of Fedora 11 that will boot, run in memory, and maintain changes on a USB flash drive with a standard FAT16 or FAT32 partition. The files coexist with other files the user may have or put on the disk. Different types of configurations are being designed to offer the options to run virtualizations or emulations and to use virtual machines on existing computers, saving the Sugar Home folder (the learner's work) on the Stick for use at another workstation. See our [[Sugar on a Stick/Resources| resources page]] for more information.</div>
|}
{{TOCright}}
== Project Goals ==

* Sugar on a Stick as 1-to-1 computing in an elementary school
* Sugar on a Stick to empower middle- and high-school students to help test, and learn computing platforms as learning tools
* Sugar on a Stick for learning conferences to let people try Sugar and collaborate with other conference participants

'''''Would you like to help?'''''... Sugar Labs is entirely volunteer run. Please '''[[/Getting Involved| get involved]]'''.

== Getting Sugar on a Stick ==
Follow the instructions below to download a copy.

'''Requirements:'''
: You'll need a USB flash drive, with a size of at least 1 GB to install space for saving your work and changes to the system.
: (The download is a CD-ROM disc image .iso file (380 MiB) that could be burned to and booted from a CD drive like a LiveCD—but no work or changes will be saved after shutdown.)

'''Notes:'''
: ''Sugar on a Stick v1 Strawberry'' has been announced for immediate availability on June 24 and is ready for download. For more instructions and the latest information, please refer to the [[Sugar_on_a_Stick/Strawberry| release notes]].
{{:Sugar on a Stick/Downloads}}
=== Create Your Stick ===

Please select your operating system below to get further instructions.

{| class="wikitable:
|<span class="plainlinks">[{{fullurl:Sugar_on_a_Stick/Windows}} {{filepath:Windows.gif}}]</span>||<span class="plainlinks">[{{fullurl:Sugar_on_a_Stick/Mac}} {{filepath:Apple.gif}}]</span>||<span class="plainlinks">[{{fullurl:Sugar_on_a_Stick/Linux}} {{filepath:Penguin.png}}]</span>||    ||'''Virtual machines:'''   You can also run SoaS in a virtual machine. Sugar Labs volunteers are experimenting with [[VirtualBox]], [[VMware]], and [[QEMU]]. Virtual machines emulate computer hardware resources in software and allow your to install and run disc images from different operating systems on a single computer.
|}

=== Boot ===

To boot SoaS on an XO-1 look here: [[Sugar on a Stick/Installation/OLPC]]

If you have an older machine or you just want things to immediately work without fussing with the BIOS, you can burn a "Boot Helper" CD using the .iso below. This will start the boot from the CD, then read files from the USB stick: http://download.sugarlabs.org/soas/releases/soas-boot.iso

Note that when you use this method your USB stick must have the label FEDORA. Name the stick FEDORA '''before''' running liveusb-creator. In Windows, you can rename a disc in the file manager properties window. This ensures the persistent overlay will be used when booting with the "Boot Helper" CD.

On most modern computers its possible to set the target computer's BIOS to boot from USB so you don't need a CD at all! Unfortunately this is slightly different on each computer. Explore the setup screen for your system (press Esc or F1 while the computer is booting). If you can't figure it out, search Google for information on your computer model's BIOS.

=== Use ===

Once your stick boots, you'll find yourself in your own Sugar environment, ready to play and learn.
{| class="wikitable"
|-
|<span class="plainlinks"> [http://flossmanuals.net/Sugar http://wiki.sugarlabs.org/images/4/40/Sugarlabs_mainpage_07.png]</span>
| For a guide on how to use Sugar, see the [http://en.flossmanuals.net/sugar FLOSSmanuals Sugar Learners' Guide].
[[olpc:Keyboard_shortcuts|Keyboard shortcuts]] also lists some of the Sugar keyboard shortcuts on a PC keyboard.
|-
|}

Let us know how it goes!

===[[/Subpages| Subpages]]===

[[Category:Project]]

Video Using Sugar

2009-06-23T23:36:23Z

Bzg: Added small screencasts about SocialCalc and Physics activities

* [http://www.dailymotion.com/video/x8zwgr_sugar-084-using-journal_tech Using the Journal]
* [http://www.dailymotion.com/video/x8zwl4_sugar-084-using-source-view_tech Using View Source]
* [http://www.dailymotion.com/user/sugarlabs/video/x9coz8_turtleartbasics_creation Turtle Art basics]
* [http://www.dailymotion.com/user/sugarlabs/video/x9cpzd_turtleartportfoliobasics_creation Turtle Art Portfolio basics]
* [http://www.dailymotion.com/user/sugarlabs/video/x9c0cl_xoman_creation XO Editor basics]
* [http://www.dailymotion.com/sugarlabs/video/15743402 Creating a customized Memory game]
* [http://www.dailymotion.com/user/sugarlabs/video/x9dsjf_hotcold-game_creation Hot-Cold game written in Turtle Art]
* [http://vimeo.com/5093861 Installing a XO bundle in Sugar]
* [http://vimeo.com/5093894 Installing InfoSlicer from Sugar Labs git repo]
* [http://vimeo.com/5093916 Playing with OOo4Kids in Sugar]
* [http://vimeo.com/5291250 Discovering the SocialCalc activity]
* [http://vimeo.com/5291223 Discovering the Physics activity]

Development Team/Jhbuild/Debian

2009-06-06T11:09:53Z

Bzg: Added information about compiling mozilla: install xulrunner and xulrunner-dev

== Supported versions ==
Currently squeeze (testing) and sid (unstable) are supported.

== Prerequites ==
In order to install sugar-jhbuild, you need to install git-core, lsb-release and svn.

== Installing dependencies ==
After installing and updating sugar-jhbuild according to the [[../|common instructions]], you can use this invocation to install all dependencies automatically:

./sugar-jhbuild depscheck -s | sudo xargs aptitude -y install

=== icon-slicer ===

icon-slicer currently is in the process of being accepted into Debian (NEW queue). For the time being, please either install manually (and ignore depscheck complaining about it) or use the packages from Jonas Smedegaard (amd64 only). For the latter, add the following line to <tt>/etc/apt/sources.list</tt>:

deb http://debian.jones.dk sid sugar-src

== Fixing RPATH ==
To work around a bug in the Gnome Python bindings, you need to issue the following commands after installing all dependencies:

sudo aptitude install chrpath
find /usr/lib/pyshared/python2.*/gtk-2.0 -name "*.so" | sudo xargs chrpath -d

== Install xulrunner ==

With Debian testing ("squeeze"), you should install xulrunner and xulrunner-dev for mozilla to compile correctly (xulrunner-1.9 is not enough).

apt-get install xulrunner xulrunner-dev

Getting Started

2009-04-13T11:47:10Z

Bzg: Added a link to the french version.

<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>

{{Translations
| [[Getting Started|english]] | [[Getting Started/lang-es|español]] | [[Getting Started/lang-pt|português]] | [[Getting Started/lang-fr|français]]}}

{{TOCright}}
== About Sugar ==

Sugar is a different desktop environment to what is normally used in Microsoft Windows, Apple's OS X or other Linux operating systems. It is conceived as a tool to allow kids to learn interactively. One of the first things that a child sees, therefore, is not a hard disk or a trash can—it’s the other kids in the “neighborhood.” Programs and applications are called Activities, many of which allow for [[Collaboration|collaboration]] between users who are connected to each other by [[wikipedia:Wi-Fi|Wi-Fi]] or through a [http://wiki.sugarlabs.org/go/Community#Jabber_Networks Jabber network]. Sugar developers are encouraged to write activities with collaborative elements that are automatically enabled.

Sugar is developed in [http://en.wikipedia.org/wiki/Python_%28programming_language%29 Python] and runs on [http://en.wikipedia.org/wiki/Linux Linux] [http://en.wikipedia.org/wiki/Kernel_%28computer_science%29 Kernel] 2.6.22 and the [http://fedoraproject.org/ Fedora 9] base environment.

For an overview of the components composing a Sugar system see the [[:Sugar Application Stack]].

==Getting Sugar==

See [[Downloads]].

For more technical information, please see the [[Supported systems]] page for a list of the different ways that Sugar may be run on a computer.

==Getting started==
====The Sugar user manual====
<span class="plainlinks"> [http://flossmanuals.net/Sugar http://wiki.sugarlabs.org/images/4/40/Sugarlabs_mainpage_07.png]</span>
available as:
<span class="plainlinks">[http://en.flossmanuals.net/Sugar HTML] or [{{FlossmanualPDF}} .pdf] 128 pages, 8.3 MBytes (for saving or printing).</span>
===Connecting to the Internet===

Connecting to the Internet is something that somewhat falls between the cracks of Sugar and the computer it's running on.

On the XO laptop, there are three ways to connect to the Internet:
*Wireless access point (Wi-Fi hotspot);
*“School Server” mesh network; or
*“simple” mesh network, which lets you collaborate directly with other XOs running Sugar.

From a conventional laptop running Sugar, connecting through an access point works. (Mesh support is becoming available on more machines.) Depending upon which [[How to connect Sugar to a Jabber network|Jabber server]] you are connected to, you'll see different collections of "neighbors" in the Neighborhood View.

Read the [[Documentation Team/User Manual/Connecting to the Internet|Connecting to the Internet page]] for detailed instructions.

===Release notes===

* Release notes for '''Sugar 0.84''' are available [[Development Team/Release/CurrentRelease/Sucrose|here]].
See [[Development Team#Release Notes| Development Team Release Notes]] for other releases.
[[Category:General public]]
[[Category:Documentation]]

Getting Started/lang-es

2009-04-13T11:46:44Z

Bzg: Added a link to the french version.

{{Translations
| [[Getting Started|english]] | [[Getting Started/lang-es|español]] | [[Getting Started/lang-pt|português]] | [[Getting Started/lang-fr|français]]}}

{{anchor|About Sugar}}
== Acerca de Sugar ==
Sugar es un entorno gráfico diferente al utilizado normalmente en Microsoft Windows, sistemas operativos de Apple ó Sistemas operativos Linux. Se concibe como una herramienta que permite a los niños aprender interactivamente. La primera cosa que un niño ve, no es un disco duro o la papelera de reciclaje - son los otros niños en el "vecindario". Los programas y aplicaciones son llamadas Actividades, muchas de las cuales permiten la colaboración entre los usuarios que están conectados con otros a través de WiFi o a través de [http://wiki.sugarlabs.org/go/Community#Jabber_Networks Jabber network]. Los desarrolladores de Sugar son animados a crear actividades con elementos colaborativos que son automáticamente permitidos.

{{ Translated text |
Sugar is a different desktop environment to what is normally used in Microsoft Windows, Apple's OS X or other Linux operating systems. It is conceived as a tool to allow kids to learn interactively. The first thing that a child sees, therefore, is not a hard disk or a trash can — it’s the other kids in the “neighborhood.” Programs and Applications are called Activities, many of which allow for collaboration between users who are connected to each other by Wifi or through a [http://wiki.sugarlabs.org/go/Community#Jabber_Networks Jabber network]. Sugar developers are encouraged to write activities with collaborative elements that are automatically enabled.
| display = none }}

Sugar es desarrollado en [http://en.wikipedia.org/wiki/Python_%28programming_language%29 Python] y se ejecuta sobre [http://en.wikipedia.org/wiki/Linux Linux] [http://en.wikipedia.org/wiki/Kernel_%28computer_science%29 Kernel] 2.6.22 y el ambiente [http://fedoraproject.org/ Fedora 7].

{{ Translated text |
Sugar is developed in [http://en.wikipedia.org/wiki/Python_%28programming_language%29 Python] and runs on [http://en.wikipedia.org/wiki/Linux Linux] [http://en.wikipedia.org/wiki/Kernel_%28computer_science%29 Kernel] 2.6.22 and the [http://fedoraproject.org/ Fedora 7] base environment.
| display = none }}

{{anchor|Getting started}}
== Iniciarse ==
Puede explorar la [[Documentation Team/Glossary|interface]] de Sugar en la XO-1 [http://laptop.org/en/laptop/start/homeview.shtml Getting Started guide].

{{ Translated text |
You can explore the Sugar [[Documentation Team/Glossary|interface]] in the XO-1 [http://laptop.org/en/laptop/start/homeview.shtml Getting Started guide].
| display = none }}

{{anchor|Connecting to the Internet}}
===Conectándose a Internet ===
En el portátil XO hay tres formas de conectarse a internet:
*Wireless access point (WiFi hotspot);
*La red mesh del “School Server”:
*la red mesh, que permite colaboración con otras XO que ejecutan Sugar.

{{ Translated text |
Connecting to the Internet is something that somewhat falls between the cracks of Sugar and the computer it's running on.

On the XO laptop, there are three ways to connect to the Internet:
*Wireless access point (WiFi hotspot);
*“School Server” mesh network; or
*“simple” mesh network, which lets you collaborate directly with other XOs running Sugar.
| display = none }}

Desde un portátil convencional puede lograrse conectándose a través de un access point.(El soporte de la red Mesh comienza a ser disponible para más máquinas.) Dependiendo a cual [[Community#Jabber_Networks|Servidor Jabber]] se está conectado verá diferentes grupos de "vecinos" en la vista de Vecindario.

{{ Translated text |
From a conventional laptop running Sugar, connecting through an access point works. (Mesh support is becoming available on more machines.) Depending upon which [[Community#Jabber_Networks|Jabber server]] you are connected to, you'll see different collections of "neighbors" in the Neighborhood View.
| display = none }}

Lea la [[Documentation Team/User Manual/Connecting to the Internet|Página de conexión a internet]] para instrucciones más detalladas.

{{ Translated text |
Read the [[Documentation Team/User Manual/Connecting to the Internet|Connecting to the Internet page]] for detailed instructions.
| display = none }}

[[Category:General public]]
[[Category:Documentation]]

Getting Started/lang-pt

2009-04-13T11:46:19Z

Bzg: Added the link to the french version.

Getting Started/lang-fr

2009-04-13T11:45:37Z

Bzg: New page: {{Translations | english | español | português | français}} {...

{{Translations
| [[Getting Started|english]] | [[Getting Started/lang-es|español]] | [[Getting Started/lang-pt|português]] | [[Getting Started/lang-fr|français]]}}

{{TOCright}}

== À propos de Sugar ==

Sugar est un environnement de bureau différent de ce qui est d'ordinaire utilisé sous le système Windows de Microsoft, le système OS X d'Apple ou les autres systèmes GNU/Linux. Sugar est conçu comme un outil pour permettre aux enfants d'apprendre de manière interactive. Ainsi, l'une des premières choses que l'enfant n'est pas le disque dur ou la corbeille — ce sont les autres enfants dans le "voisinage". Les programmes et les applications sont appelées Activités, et nombre d'entre elles permettent le travail [[Collaboration|collaboratif]] entre enfants connectés ensemble directement par Wi-Fi, ou bien via un [http://wiki.sugarlabs.org/go/Community#Jabber_Networks réseau Jabber]. Les développeurs de Sugar sont encouragés à écrire des activités incluant automatiquement des éléments de collaboration.

Sugar est développé en [http://fr.wikipedia.org/wiki/Python Python] et tourne sur [http://fr.wikipedia.org/wiki/Linux GNU/Linux].

Pour un survol des éléments composant un système Sugar voir la [http://wiki.sugarlabs.org/go/Sugar_Application_Stack couche d'applications].

==Obtenir Sugar==

Voir [[Downloads]].

Pour plus d'information technique et pour connaître les différentes manières d'installer Sugar sur un ordinateur, voir la liste des [[Supported systems|systèmes supportés]].

==Démarrer==

====Le manuel d'utilisation de Sugar====

<span class="plainlinks"> [http://flossmanuals.net/Sugar http://wiki.sugarlabs.org/images/4/40/Sugarlabs_mainpage_07.png]</span>
disponible en:
<span class="plainlinks">[http://en.flossmanuals.net/Sugar HTML] ou [{{FlossmanualPDF}} .pdf] 128 pages, 8.3 MO (pour l'archivage et l'impression).</span>

===Se connecter à Internet===

Se connecter à Internet relève à la fois de Sugar et de l'ordinateur sur lequel il tourne.

Sur le XO, il y a trois manières de se connecter à Internet:

* connexion par un réseau sans fil (Wi-Fi hotspot) ;
* réseau maillé (mesh network) d'un serveur École ; ou
* réseau maillé direct, qui vous permet de collaborer directement avec les autres XO faisant marcher Sugar.

En utilisant Sugar depuis un ordinateur classique, se connecter à un réseau sans fil marche. (Le réseau maillé est en train de devenir disponible sur de plus en plus de machines.) En fonction du [[How to connect Sugar to a Jabber network|serveur Jabber]] auquel vous êtes connectés, vous verrez différents groupes de "voisins" dans la vue voisinage.

Lisez la page [[Documentation Team/User Manual/Connecting to the Internet|Se connecter à Internet]] pour des instructions plus détaillées.

===Release notes===

* Les notes de la nouvelle version '''Sugar 0.84''' sont disponibles [[Development Team/Release/CurrentRelease/Sucrose|ici]].
Voir [[Development Team#Release Notes|les notes de mises à jour]] pour les autres versions.

[[Category:General public]]
[[Category:Documentation]]

Activities/Info Slicer

2009-03-15T09:36:42Z

Bzg: Updated links to download Infoslicer

[[Image:InfoSlicer.png|55px]] ''InfoSlicer is an open source tool to enable teachers to quickly and easily select web-based content to edit, package, and distribute as teaching materials.''

==InfoSlicer: an overview==
InfoSlicer is a tool for aggregating content off of the Internet, rearranging and creating new content, and then publishing this content. The basic element of InfoSlicer is an article. This can correspond to anything: a page from Wikipedia; a news article; or a story downloaded from the WWW. Any content which can be displayed online could be represented as an article.

The prototype version of InfoSlicer gives users the option of downloading articles from Wikipedia. There are a number of stages during which users can slice content from these articles into their own articles. They can format the article and insert images. Articles can then be arranged into themes. (A theme is a collection of articles all based around the same topic. For example, a theme entitled “Animals” could contain articles on “Lion”, “Tiger”, “Giraffe” etc.)

Once the user has created their own content and arranged it into themes, they can publish this content as a Sugar library package (.xol file) which automatically gets picked up by the Browse activity on the same laptop and added to the off-line content available. The .xol file is also available in the Journal so that the user can copy it to a USB stick for sharing on other laptops or uploading to a server.

The Sugar interface is the GUI originally designed for the One-Laptop-per-Child XO-1 laptop. Sugar is bundled with most major GNU/Linux distributions and hence it is possible to run Sugar on almost any computer. Sugar has a very distinct look and feel, and some specific interaction style guidelines. When the user is running the Sugar environment, publishing creates an entry in the sugar Journal, and adds a “Book” to the Browser application.

You can download Infoslicer from [http://activities.sugarlabs.org/en-US/sugar/addon/4042 here]. Get [http://activities.sugarlabs.org/en-US/sugar/downloads/latest/4042/platform:3 version 5 here].

The source is available in [http://git.sugarlabs.org/projects/infoslicer gitorious.]

A [[Image:Infoslicer-tutorial.pdf|PDF manual]] is available here.

An [http://sugarlabs.org/wiki/images/c/c6/Infoslicer.xol xol documentation bundle] is available here.

==The InfoSlicer User Interface==
All of the screenshots are based on the Giraffe Wikipedia article at http://en.wikipedia.org/wiki/Giraffe in September 2008.

===The Library Pane===
The Library pane deals with the creation, saving, loading and organising of articles.

[[Image:Infoslicer-library.png|thumb|left|The library pane]]

The tree-view on the left hand side of the diagram shows the articles and themes. The article that is highlighted is the “Giraffe” article, which is in the “Animals” theme. There is a status bar at the bottom of the page.

In the toolbar at the top of the page, there is a search dialog, which will download and save articles from Wikipedia into the currently selected theme.

Users can drag articles from the tree on the left into the two main text boxes in the middle of the screen. The two text boxes represent a “source” article, from which content can be copied, and the user's version of the article.

The user selects which article is to be used as the source, and which article is to be edited. They would then proceed to the edit pane.
<div class="visualClear"></div>
===The Edit Pane===

The edit pane is the first place the user would go after selecting articles in the library pane. It allows dragging and dropping from the source article into the destination article. There are various levels of selection snapping available to make the copying as simple as possible.

[[Image:Infoslicer-edit.png|thumb|left|The Edit pane]]

The source article is displayed on the left, and the user's editing version is displayed on the right. The user can select text on the left but editing is disabled. There is a drop-down menu for users to select different source articles from the theme they are currently working in.

<div class="visualClear"></div>
===The Format Pane===
The format pane only deals with the user's working version. It gives them a standard formatting toolbar and they can apply formatting like they would in any regular text editor. Most of the formatting options are disabled in the prototype InfoSlicer tool.

[[Image:Infoslicer-format.png|thumb|left|The Format pane]]
<div class="visualClear"></div>

===The Images Pane===
The images pane loads the images associated with an article. In the prototype tool, when articles are downloaded from Wikipedia, the associated images are also downloaded. The user is presented with a view very similar to the Edit pane, except instead of viewing the text of the source article, they see the images.

[[Image:Infoslicer-images.png|thumb|left|The Images pane]]

Much like the Edit pane, there is a drop-down menu for users to change article to other articles in the current theme. Clicking and dragging an image from the left will allow users to insert the image and caption into their article. The example shows that an image of a giraffe has been inserted.

<div class="visualClear"></div>
===The Publish Pane===

The Publish pane allows users to select articles within a theme to publish. Clicking the publish button will then perform the platform-specific publishing action, as detailed in the InfoSlicer overview.

[[Image:Infoslicer-publish.png|thumb|left|The publish pane]]
<div class="visualClear"></div>

===Output===
On the Sugar platform, publishing content results in a book being added to the browse application. [[Image:Infoslicer-output.png|thumb|left|The index in the Browse homepage]]

Clicking on the book brings up the index web page. In a Windows or Linux environment, the user would double-click on the output file, which would open the same page below but in their default browser.

[[Image:Infoslicer-output1.png|thumb|left|The output article]]
<div class="visualClear"></div>

==Future directions==

Here are some of the ideas we had for features that would make InfoSlicer better.
===Content sources===
For testing purposes, we have been using MediaWiki-based websites as our primary data source. This has been useful because it reduces licencing issues and presents data in a uniform format. However, particularly in more developed countries, there are already established teaching resources websites which teachers would prefer to use as their primary data source. As such, the tool could be extended to take from these sources.

Similarly, teachers already possess and distribute materials in other data formats such as PDF and Word documents. The tool could also be extended to process these data formats.

If the generic HTML parser could be improved, it would be useful to provide browser integration whereby teachers could perform a 1-click download using a plug-in to their favourite browser. The plug-in would automatically process and store the data ready for off-line use in the application.

===Adding images from the Journal===
You can include any of the images in the downloaded Wikipedia pages in the articles you create. It would be handy to be able to pull in images from your own library (i.e. the Journal, in the Sugar environment).

===Language===
Given the variation in the number of articles available in the different language Wikipedia sites, providing automatic translation into the teacher's language would greatly increase the range of data available. For example, the Afrikaans Wikipedia has around 10,000 articles, whereas the English Wikipedia has around 2,500,000 articles.

===Thesaurus and spell-check===
It would also be useful to incorporate a thesaurus to make it easier for teachers to substitute complex language with words more suited to the children’s level. Spell-checking is also an obvious inclusion that would be welcomed.

===Content distribution===
At the moment, the tool does not utilise the mesh networking available on the One Laptop Per Child laptops. This would be an easy and effective way of distributing the teachers' content in a peer-to-peer fashion, without relying on other devices such as USB sticks, school servers, or web sites.

===Collaboration===
The application could be enhanced with the use of collaboration tools such as comment posting, in order to allow students to share their thoughts and views on the published material. This could also allow teachers to collaborate on content both on a local network and on the internet as a whole.

===Deleting files when no longer required by the user===
Deleting downloaded image files presents a problem, as they may be referenced by several user-generated articles. As such it is not feasible in the current implementation to remove images and guarantee link integrity. In future versions of the application, this could be solved by implementing more advanced data-tracking tools.

===Attribution===
Currently the article meta-model includes meta data about the source of the content that is used in an article, even as you cut-and-paste and chop and change. However, this attribution does not appear in the published articles. This would be an enhancement to the publishing part of the application, and could either be done as footnotes in the articles, or as a separate HTML page in the .xol, which would be distributed with the package and can be linked-to from the articles.

===Interaction with the Library===
The Library has no real precedent in the Sugar environment and feedback from users suggested that that part of the application would benefit from some re-design work to make it more intuitive.

[[Category:Activities]]

Downloads/lang-fr

2009-03-10T10:07:52Z

Bzg: Added translation into french

<noinclude>
{{ Translations | [[Downloads|english]] | [[Downloads/lang-es|español]] | [[Downloads/lang-fr|français]] }}
</noinclude>

__NOTOC__

==Vous êtes utilisateur de Windows ou de Macintosh ?==

Les utilisateurs de Windows devraient essayer [[Sugar_on_a_Stick/Installation/Windows|'''Sugar on a Stick (Sugar sur une clef USB''']] et les utilisateurs de Windows ou de Mac (OSX) devraient essayer [[Sugar_on_a_Stick_VirtualBox|'''VirtualBox''']]. Choisissez votre système d'exploitation ci-dessous pour tester Sugar !

<span class="plainlinks">
[http://sugarlabs.org/go/Sugar_on_a_Stick/Installation/Windows http://sugarlabs.org/wiki/images/f/f9/Windows.gif]
[http://sugarlabs.org/go/Sugar_on_a_Stick_VirtualBox http://sugarlabs.org/wiki/images/7/76/Apple.gif]
</span>

==Vous utilisez déjà GNU/Linux ?==

Choisissez votre distribution favorite ci-dessous pour installer Sugar.

<span class="plainlinks">
[http://wiki.sugarlabs.org/go/Community/Distributions/Fedora http://sugarlabs.org/wiki/images/1/17/Fedora-small.jpg]
[http://wiki.sugarlabs.org/go/Community/Distributions/Debian http://sugarlabs.org/wiki/images/b/bf/Debian-small.jpg]
[http://wiki.sugarlabs.org/go/Community/Distributions/Ubuntu http://sugarlabs.org/wiki/images/7/74/Ubuntu-small.jpg]
[http://wiki.sugarlabs.org/go/Community/Distributions/Gentoo http://sugarlabs.org/wiki/images/7/7e/Gentoo-small.png]
[http://wiki.sugarlabs.org/go/Community/Distributions/ALTLinux http://sugarlabs.org/wiki/images/1/12/Altlinux-small.png]
[http://wiki.sugarlabs.org/go/Community/Distributions/Mandriva http://sugarlabs.org/wiki/images/6/67/Mandriva-small.png]
[http://sugarlabs.org/go/Community/Distributions/Magalh%C3%A3es http://sugarlabs.org/wiki/images/5/5b/Caixa_M%C3%A1gica-small.jpg]
[http://en.opensuse.org/Sugar http://sugarlabs.org/wiki/images/e/ec/Suse-small.jpg]
</span>

==Vous avez un OLPC XO-1 ?==

[[Sugar_on_a_Stick/Installation/OLPC|Mettez à jour votre XO]] avec la dernière version de Sugar.

<span class="plainlinks">
[http://wiki.sugarlabs.org/go/Sugar_on_a_Stick/Installation/OLPC http://sugarlabs.org/wiki/images/8/80/OLPCXO.png]
</span>

==Vous êtes à la recherche d'activités pour Sugar ?==

<span class="plainlinks">Merci de visiter notre page dédiée au [http://activities.sugarlabs.org téléchargement d'activités].</span>

<span class="plainlinks">
[http://activities.sugarlabs.org http://sugarlabs.org/wiki/images/2/2b/Sugarlabs_mainpage_02.png]
</span>

==Vous êtes développeur ?==

Apprenez à installer Sugar en visitant la page des [[Supported systems|système supportés]].

<span class="plainlinks">
[http://wiki.sugarlabs.org/go/Supported_systems http://sugarlabs.org/wiki/images/0/06/Gear.png]
</span>

Quelques références supplémentaires que vous pourrez trouver utiles :

* [[DevelopmentTeam/Jhbuild | jhbuild]]
* <span class="plainlinks">[http://git.sugarlabs.org dépôt Gitorious pour le code source]</span>
* VM
* Linux Terminal Server
* Ajouter Sugar à votre distribution favorie...

Sugar on a Stick/Installation/OLPC/lang-fr

2009-03-09T10:00:13Z

Bzg: Added french translation

<noinclude>
{{ Translations | [[Sugar_on_a_Stick/Installation/OLPC|english]] | [[Sugar_on_a_Stick/Installation/OLPC/lang-es|español]] | [[Sugar_on_a_Stick/Installation/OLPC/lang-fr|français]] }}
</noinclude>
__NOTOC__
==Vous avez un OLPC-XO-1?==

<span class="plainlinks">
[http://wiki.sugarlabs.org/go/Supported_systems#Fedora_on_an_OLPC_XO http://sugarlabs.org/wiki/images/8/80/OLPCXO.png]
</span>

Il y a trois principales options pour les utilisateurs de XO: (1) olpc-update; (2) installer SOAS ("Sugar on a Stick" = Sugar sur clef USB) sur le NAND interne; et (3) installer SOAS sur une carte SD.

===Mettre à jour vers la dernière version de Sugar===

Vous lancez ''olpc-update'' depuis l'activité Terminal, par exemple :

sudo olpc-update 767

où 767 is [http://wiki.laptop.org/go/Builds#Stable_builds la dernière version stable] de OLPC (OLPC 8.2, Sugar 0.82)

Les détails concernant la version 8.2.1 seront disponibles fin mars ou début avril.

Plus de détails peuvent être trouvés [[Supported_systems#Fedora_on_an_OLPC_XO|ici]].

===Installer l'image de SOAS===

(Requiert une [http://wiki.laptop.org/go/Activation_and_developer_keys clef développeur pour votre OLPC-XO-1] et l'accès à un ordinateur sous GNU/Linux.)

'''ATTENTION''' : ceci effacera toutes vos données sur le NAND de votre OLPC-XO-1!!

Sur un système Fedora10 :

sudo yum -y install crcimg mtd-utils

Sur Debian ou Ubuntu :

sudo apt-get install mtd-utils

:crcimg n'est pas packagé pour Debian donc vous aurez à le compiler vous-même :

wget http://dev.laptop.org/~mstone/releases/SOURCES/crcimg-1.1.tar.bz2
tar xvf crcimg-1.1.tar.bz2
sudo make -f Makefile.build install

Ensuite :

wget http://dev.laptop.org/~cjb/rawhide-xo/livecd-iso-to-xo.sh
wget {{SoaSiso}}

lancez cette commande (ou une commande similaire, selon la version de votre fichier .iso):

sudo sh livecd-iso-to-xo.sh Soas-200903051021.iso Soas-200903051021.img

puis copiez Soas-200903051021.img et Soas-200903051021.crc sur votre clef USB ou votre carte SD

Sur le OLPC-XO-1, démarrez avec la clef USB branchée et les quatre boutons de jeu appuyés pour arriver au "OK" initial de l'Open Firmware (OFW).

Tapez la commande suivante :

disable-security
copy-nand u:\Soas-200903051021.img

Note : selon le système de fichier sur votre clef USB, les noms peuvent être tronqués :

dir u:\
copy-nand u:\SOAS-2~1.img

Vous devriez voir une animation avec des blocs indiquant que le contenu de la clef est copiés sur le NAND. Une fois que c'est fini, vous devriez revenir au "OK" d'OFW. Tapez :

reboot

et le OLPC-XO-1 va redémarrer et vous devriez disposer de Sugar 0.84.

===Lancer SOAS depuis une carte SD ou un USB externe===

(Nécessite une [http://wiki.laptop.org/go/Activation_and_developer_keys clef de développeur pour OLPC-XO-1] et un accès à un ordinateur Fedora)

Sur Fedora:

wget {{SoaSiso}}

sudo yum install livecd-tools

sudo livecd-iso-to-disk --format --xo --xo-no-home Soas-200903051021.iso /dev/sdX1

où <code>/dev/sdX1</code> est le périphérique associé à votre média amovible.

----

[[Downloads|back to downloads page]]

Sugar Labs/Members/List

2008-07-04T16:31:38Z

Bzg: Added bzg (Bastien Guerry) - from the OLPC learning team.

<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>

This is an initial list of [[Sugar Labs/Sugar contributors|Sugar contributors]] that are being nominated for charter membership in Sugar Labs:

# Aaron Kaplan
# Adam Holt
# Alan Kay
# Alfonso de la Guarda
# Alejandro Gonzalez Barrera
# Alex Dupuy
# Andrian Martin
# Anne Gentle
# Arjun Sarwal
# Arnan (Roger) Sipitakiat
# User:AuntiMame
# Bakhtiar Mikhak
# User:Befana
# User:bzg
# Benjamin M. Schwartz
# Benjamin Berg
# Benjamin Mako Hill
# Benjamin Saller
# Bernardo Innocenti
# Bert Freudenberg
# Bill Kerr
# Boris Yarmakhov Nizhny
# Bryan Berry
# C. Scott Ananian
# Carla Gomez Monroy
# Carlo Falciola
# Carol Lerche
# Chris Ball
# Chris Leonard
# Christian Schmidt
# Christoph Derndorfer
# Dafydd Harries
# Dan Bricklin
# Dan Williams
# Dan Winship
# Dave Farning
# David Wallace
# David Woodhouse
# Dennis Gilmore
# Douglas Eck
# Eben Eliason
# Eduardo Cantoral
# Eduardo Silva
# Edward Cherlin
# Eric Myers
# Erik Blankinship
# Erik Garrison
# Faisal Anwar
# User:Firefoxman
# Gary Martin
# Gerard Meijssen
# Giannis Galanis
# Graham Macdougall
# Greg DeKoenigsberg
# Greg Smith
# Guillaume Desmottes
# Haakon Meland Eriksen
# Helga Schmidt
# Henry Hardy
# Hemant Goyal
# Henry Holtzman
# Hernan Pachas
# Hilaire Fernandes
# Ian Bicking
# Ivan Krstić
# Iain Davidson
# James Bergstra
# James F. Carroll
# James Simmons
# Jameson Chema Quinn
# Jean Piché
# Jecel Assumpcao
# Jim Gettys
# Joel Stanley
# John (J5) Palmieri
# John Watlington
# Jose Antonio Rocha
# Juliano Bittencourt
# Justin Gallardo
# Karen Sandler
# Kevin Cole
# Kim Rose
# Kim Quirk
# Konrad Kleine
# Korakurider
# KS Preeti
# Lauren Klein
# Lee Daniel Crocker
# Lincoln Quirk
# Lisa Strausfeld
# Luke Kenneth Casson Leighton
# Luke Closs
# Manu Cornet
# Manusheel Gupta
# Marc Maurer
# Marco Pesenti Gritti
# Martin Dengler
# Martin Langhoff
# Matt Lee
# Mel Chua
# Michael Stone
# Michelle Porto de Castro
# Miguel Alvarez
# Mike C. Fletcher
# Mike Kouklis (Chief Mike)
# Mike Lee
# Mikus Grinbergs
# User:Monyu
# Morgan Collett
# Muriel de Souza Godoi
# Nathanael Lécaudé
# Niels Olson
# Nirav Patel
# Noah Kantrowitz
# Olivier Bélanger
# Owen Williams
# Pascal Scheffers
# Phil Bordelon
# Pablo Flores
# Paulo Blikstein
# Pamela Jones
# Paulo Drummond
# Polychronis Ypodimatopoulos
# Rabi Karmacharya
# Rafael Ortiz
# Ralph Hyre
# Reinier Heeres
# Robert McQueen
# Rodrigo Padula de Oliveira
# Sandy Culver
# Sayamindu Dasgupta
# Sean Wood
# Seth Woodworth
# Shankar Pokharel
# Shikhar Bushan
# Simon Dorner
# Simon McVittie
# Simon Schampijer
# Samuel (SJ) Klein
# Takashi Yamamiya
# Tariq Badsha
# Tomeu Vizoso
# Wade Brainerd
# Walter Bender
# Wolfgang Rohrmoser
# Yamandu Ploskonka
# Yoshiki Ohshima