Changes

1. While I am not chasing down Turtle Art bugs, I am catching up with my summer reading. The quote from ''A Fire in the Deep'' seems a nice summary of the discussion about teaching physics on the [http://lists.sugarlabs.org/archive/iaep/2009-August/007722.html IAEP list]. It is worthwhile reading the whole thread.

1. While I am not chasing down Turtle Art bugs, I am catching up with my summer reading. The quote from ''A Fire in the Deep'' seems a nice summary of the discussion about teaching physics on the [http://lists.sugarlabs.org/archive/iaep/2009-August/007722.html IAEP list]. It is worthwhile reading the whole thread.

2. Some other summer reading includes a short article on behavioral economics published by the [New Economics Foundation neweconomics.org] that discusses some principles of behavior that we may want to consider was we consider how to maximize the impact of our efforts as a community. (I am unaware of any serious study of Free Software by behavioral economists. This particular summary is more useful in regard to understanding the motivation of teachers whom we'd like to consider adopting Sugar and perhaps become more observant about what they are doing with the platform in their classrooms.

2. Some other summer reading includes a short article on behavioral economics published by the [http:neweconomics.org New Economics Foundation] that discusses some principles of behavior that we may want to consider was we consider how to maximize the impact of our efforts as a community. (I am unaware of any serious study of Free Software by behavioral economists. This particular summary is more useful in regard to understanding the motivation of teachers whom we'd like to consider adopting Sugar and perhaps become more observant about what they are doing with the platform in their classrooms.

I am thinkig about each of their principles as a vehicle for asking questions that I am hoping community members may be able to discuss.

I am thinking about each of their principles as a vehicle for asking questions that I am hoping community members may be able to discuss.

* "Other people’s behaviour matters."

* "Other people’s behavior matters."

:This would suggest that we need to expose teachers to Sugar best practices that they can then emulate. Can we identify the "mavens", "connectors", and "salespeople" in our target communities? What resources can we apply to influence their adoption of Sugar? For example, I am working with a small school district in the Boston metropolitan area that other, larger districts follow closely. If we can have an influence with a "maven" district, we may get broad leverage. It also suggests that we need to be viligant as a community to make sure that our examples for emulation are pedagogically sound.

:This would suggest that we need to expose teachers to Sugar best practices that they can then emulate. Can we identify the "mavens", "connectors", and "salespeople" in our target communities? What resources can we apply to influence their adoption of Sugar? For example, I am working with a small school district in the Boston metropolitan area that other, larger districts follow closely. If we can have an influence with a "maven" district, we may get broad leverage. It also suggests that we need to be vigilant as a community to make sure that our examples for emulation are pedagogically sound.

* "Habits are important."

* "Habits are important."

* "People’s self-expectations influence how they behave: they want their actions to be in line with their values and their commitments."

* "People’s self-expectations influence how they behave: they want their actions to be in line with their values and their commitments."

:This is a tough one for us, because much of what we are doing is not inline with expectations. However, we as long as we are on a sound footing in terms of values, we are in a position of influence.

:This is a tough one for us, because much of what we are doing is not in line with expectations. However, we as long as we are on a sound footing in terms of values, we are in a position of influence.

* "People are loss-averse and hang on to what they consider ‘theirs’."

* "People are loss-averse and hang on to what they consider ‘theirs’."