Education Team/Evaluation Studies - Revision history

FGrose at 20:41, 19 March 2010

2010-03-19T20:41:20Z

← Older revision		Revision as of 16:41, 19 March 2010
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	==Other references==		==Other references==
	* [[OLPC:~~Academic papers]]~~		* [[OLPC:OLPC research]]
	* [[OLPC:Reviews of OLPC]]
	* [[OLPC:Experience]]		* [[OLPC:Experience]]
	* [[OLPC:Category:Field Reports]]		* [[OLPC:Category:Field Reports]]

Cjl: moved Walter is a wanker 10/Evaluation Studies to Education Team/Evaluation Studies over redirect: revert

2010-02-25T00:14:39Z

moved Walter is a wanker 10/Evaluation Studies to Education Team/Evaluation Studies over redirect: revert

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

Faggot: moved Education Team/Evaluation Studies to Walter is a wanker 10/Evaluation Studies: Walter is a wanker

2010-02-24T23:50:40Z

moved Education Team/Evaluation Studies to Walter is a wanker 10/Evaluation Studies: Walter is a wanker

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

FGrose: other references

2010-02-23T16:43:14Z

other references

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-== NYC Evaluation Report ==
+__TOC__
 == Career Connections to Teaching with Technology ==
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 :''"The objectives of this 2nd report of the FLOSSCom project are as follows: To analyze and evaluate the differences between Free / Libre Open Source Software (FLOSS) communities as informal learning environments and on the other side formal educational settings. Point out ways on transferring those FLOSS principles to formal educational settings. Look at existing examples of eLearning delivery and examine why these do not provide the types of constructivist learning environments observed in FLOSS communities. Provide examples of formal educational environments similar to FLOSS communities that would be further addressed at the FLOSSCom Phase 3 FLOSS-like education transfer report."''
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Walter: EducationTeam/Evaluation Studies moved to Education Team/Evaluation Studies

2009-03-09T02:49:02Z

EducationTeam/Evaluation Studies moved to Education Team/Evaluation Studies

← Older revision	Revision as of 22:49, 8 March 2009
(No difference)

Dfarning-bot: Robot: Automated text replacement (-Community/SOM +Sugar Labs/SOM)

2008-12-05T00:23:02Z

Robot: Automated text replacement (-Community/SOM +Sugar Labs/SOM)

Garycmartin: /* The Effectiveness of a FLOSS-like Learning Community in Formal Educational Settings */

2008-08-12T12:24:09Z

The Effectiveness of a FLOSS-like Learning Community in Formal Educational Settings

← Older revision		Revision as of 08:24, 12 August 2008
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	[[Image:Flosscom wp4 phase2 report d1 som.jpg\|thumb\|220px\|Effectiveness of a FLOSS-like Learning Community in Formal Educational Settings [[Community/SOM\|SOM]] from report text.]]		[[Image:Flosscom wp4 phase2 report d1 som.jpg\|thumb\|220px\|Effectiveness of a FLOSS-like Learning Community in Formal Educational Settings [[Community/SOM\|SOM]] from report text.]]
	February 2008 [http://opensource.mit.edu/papers/FLOSSCOM_Wp4_PHASE2_REPORT_d1.pdf The Effectiveness of a FLOSS-like Learning Community in Formal Educational Settings (PDF)]		February 2008, [http://opensource.mit.edu/papers/FLOSSCOM_Wp4_PHASE2_REPORT_d1.pdf The Effectiveness of a FLOSS-like Learning Community in Formal Educational Settings (PDF)]

	:''"The objectives of this 2nd report of the FLOSSCom project are as follows: To analyze and evaluate the differences between Free / Libre Open Source Software (FLOSS) communities as informal learning environments and on the other side formal educational settings. Point out ways on transferring those FLOSS principles to formal educational settings. Look at existing examples of eLearning delivery and examine why these do not provide the types of constructivist learning environments observed in FLOSS communities. Provide examples of formal educational environments similar to FLOSS communities that would be further addressed at the FLOSSCom Phase 3 FLOSS-like education transfer report."''		:''"The objectives of this 2nd report of the FLOSSCom project are as follows: To analyze and evaluate the differences between Free / Libre Open Source Software (FLOSS) communities as informal learning environments and on the other side formal educational settings. Point out ways on transferring those FLOSS principles to formal educational settings. Look at existing examples of eLearning delivery and examine why these do not provide the types of constructivist learning environments observed in FLOSS communities. Provide examples of formal educational environments similar to FLOSS communities that would be further addressed at the FLOSSCom Phase 3 FLOSS-like education transfer report."''
	<br clear="all"/>		<br clear="all"/>

Garycmartin: Added "FLOSS-like Learning Community in Formal Educational Settings" report

2008-08-12T12:19:48Z

Added "FLOSS-like Learning Community in Formal Educational Settings" report

← Older revision		Revision as of 08:19, 12 August 2008
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	== NYC Evaluation Report ==		== NYC Evaluation Report ==

	[[Image:Olpc kappa-som.jpg\|thumb\|220px\|NYC Evaluation Report [[Community/SOM\|SOM]] from text]]		[[Image:Olpc kappa-som.jpg\|thumb\|220px\|NYC Evaluation Report [[Community/SOM\|SOM]] from text.]]
	June 2008, [http://olpcnyc.wordpress.com/2008/06/23/ilt-evaluates-olpc four-month evaluation] of the OLPC XO with sixth-grade students at Kappa IV, a middle school in Harlem, by the Institute for Learning Technologies at Teachers College/Columbia University. Dr. Susan Lowes		June 2008, [http://olpcnyc.wordpress.com/2008/06/23/ilt-evaluates-olpc four-month evaluation] of the OLPC XO with sixth-grade students at Kappa IV, a middle school in Harlem, by the Institute for Learning Technologies at Teachers College/Columbia University. Dr. Susan Lowes
	(Director, Research and Evaluation) and Cyrus Luhr (Research Assistant). The full [http://www.teachingmatters.org/evaluations/olpc_kappa.pdf PDF report] is also available.		(Director, Research and Evaluation) and Cyrus Luhr (Research Assistant). The full [http://www.teachingmatters.org/evaluations/olpc_kappa.pdf PDF report] is also available.
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	== Career Connections to Teaching with Technology ==		== Career Connections to Teaching with Technology ==

	[[Image:Career connections teaching with technology.jpg\|thumb\|220px\| Career Connections to Teaching with Technology [[Community/SOM\|SOM]] from text]]		[[Image:Career connections teaching with technology.jpg\|thumb\|220px\|Career Connections to Teaching with Technology [[Community/SOM\|SOM]] from text.]]
	Evaluation of a 6-year program funded by USDOE National Challenge Grant for Technology Program in Education		Evaluation of a 6-year program funded by USDOE National Challenge Grant for Technology Program in Education

	*http://www.cctt.org/summaries/FinalEvaluationReport.pdf		*http://www.cctt.org/summaries/FinalEvaluationReport.pdf
			<br clear="all"/>

			== The Effectiveness of a FLOSS-like Learning Community in Formal Educational Settings ==

			[[Image:Flosscom wp4 phase2 report d1 som.jpg\|thumb\|220px\|Effectiveness of a FLOSS-like Learning Community in Formal Educational Settings [[Community/SOM\|SOM]] from report text.]]
			February 2008 [http://opensource.mit.edu/papers/FLOSSCOM_Wp4_PHASE2_REPORT_d1.pdf The Effectiveness of a FLOSS-like Learning Community in Formal Educational Settings (PDF)]

			:''"The objectives of this 2nd report of the FLOSSCom project are as follows: To analyze and evaluate the differences between Free / Libre Open Source Software (FLOSS) communities as informal learning environments and on the other side formal educational settings. Point out ways on transferring those FLOSS principles to formal educational settings. Look at existing examples of eLearning delivery and examine why these do not provide the types of constructivist learning environments observed in FLOSS communities. Provide examples of formal educational environments similar to FLOSS communities that would be further addressed at the FLOSSCom Phase 3 FLOSS-like education transfer report."''
	<br clear="all"/>		<br clear="all"/>

Garycmartin: Replaced use of {{-}} template with something that actually works...

2008-08-11T17:27:14Z

Replaced use of {{-}} template with something that actually works...

← Older revision		Revision as of 13:27, 11 August 2008
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	:''“The first and most important ramification was that '''students used the XOs more than they used the laptops, which means they spent more time doing research, wrote more, revised more, and published more'''. The second ramification was that the '''students took much more responsibility for the XOs than they did for the laptops''', which means that they that they did not begin work only to find there were missing parts or that the battery was dead. And a third ramification was that the students were less likely to lose their work, not only because they always used the same machine but also because the XO has an automatic save feature that takes the user back to where he/she left off. Because of this, the students felt that they did not spend nearly as much time searching for, saving, moving, or reconstructing previous work as they did when working on the laptops.”''		:''“The first and most important ramification was that '''students used the XOs more than they used the laptops, which means they spent more time doing research, wrote more, revised more, and published more'''. The second ramification was that the '''students took much more responsibility for the XOs than they did for the laptops''', which means that they that they did not begin work only to find there were missing parts or that the battery was dead. And a third ramification was that the students were less likely to lose their work, not only because they always used the same machine but also because the XO has an automatic save feature that takes the user back to where he/she left off. Because of this, the students felt that they did not spend nearly as much time searching for, saving, moving, or reconstructing previous work as they did when working on the laptops.”''
	~~{{-}}~~		<br clear="all"/>

	== Career Connections to Teaching with Technology ==		== Career Connections to Teaching with Technology ==
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	*http://www.cctt.org/summaries/FinalEvaluationReport.pdf		*http://www.cctt.org/summaries/FinalEvaluationReport.pdf
	~~{{-}}~~		<br clear="all"/>

Garycmartin: Better layout tweak for the image formatting

2008-08-11T02:34:30Z

Better layout tweak for the image formatting

← Older revision		Revision as of 22:34, 10 August 2008
Line 6:		Line 6:

	:''“The first and most important ramification was that '''students used the XOs more than they used the laptops, which means they spent more time doing research, wrote more, revised more, and published more'''. The second ramification was that the '''students took much more responsibility for the XOs than they did for the laptops''', which means that they that they did not begin work only to find there were missing parts or that the battery was dead. And a third ramification was that the students were less likely to lose their work, not only because they always used the same machine but also because the XO has an automatic save feature that takes the user back to where he/she left off. Because of this, the students felt that they did not spend nearly as much time searching for, saving, moving, or reconstructing previous work as they did when working on the laptops.”''		:''“The first and most important ramification was that '''students used the XOs more than they used the laptops, which means they spent more time doing research, wrote more, revised more, and published more'''. The second ramification was that the '''students took much more responsibility for the XOs than they did for the laptops''', which means that they that they did not begin work only to find there were missing parts or that the battery was dead. And a third ramification was that the students were less likely to lose their work, not only because they always used the same machine but also because the XO has an automatic save feature that takes the user back to where he/she left off. Because of this, the students felt that they did not spend nearly as much time searching for, saving, moving, or reconstructing previous work as they did when working on the laptops.”''
			{{-}}

	== Career Connections to Teaching with Technology ==		== Career Connections to Teaching with Technology ==
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	*http://www.cctt.org/summaries/FinalEvaluationReport.pdf		*http://www.cctt.org/summaries/FinalEvaluationReport.pdf
			{{-}}

← Older revision		Revision as of 20:23, 4 December 2008
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	== NYC Evaluation Report ==		== NYC Evaluation Report ==

	[[Image:Olpc kappa-som.jpg\|thumb\|220px\|NYC Evaluation Report [[~~Community~~/SOM\|SOM]] from text.]]		[[Image:Olpc kappa-som.jpg\|thumb\|220px\|NYC Evaluation Report [[Sugar Labs/SOM\|SOM]] from text.]]
	June 2008, [http://olpcnyc.wordpress.com/2008/06/23/ilt-evaluates-olpc four-month evaluation] of the OLPC XO with sixth-grade students at Kappa IV, a middle school in Harlem, by the Institute for Learning Technologies at Teachers College/Columbia University. Dr. Susan Lowes		June 2008, [http://olpcnyc.wordpress.com/2008/06/23/ilt-evaluates-olpc four-month evaluation] of the OLPC XO with sixth-grade students at Kappa IV, a middle school in Harlem, by the Institute for Learning Technologies at Teachers College/Columbia University. Dr. Susan Lowes
	(Director, Research and Evaluation) and Cyrus Luhr (Research Assistant). The full [http://www.teachingmatters.org/evaluations/olpc_kappa.pdf PDF report] is also available.		(Director, Research and Evaluation) and Cyrus Luhr (Research Assistant). The full [http://www.teachingmatters.org/evaluations/olpc_kappa.pdf PDF report] is also available.
Line 10:		Line 10:
	== Career Connections to Teaching with Technology ==		== Career Connections to Teaching with Technology ==

	[[Image:Career connections teaching with technology.jpg\|thumb\|220px\|Career Connections to Teaching with Technology [[~~Community~~/SOM\|SOM]] from text.]]		[[Image:Career connections teaching with technology.jpg\|thumb\|220px\|Career Connections to Teaching with Technology [[Sugar Labs/SOM\|SOM]] from text.]]
	Evaluation of a 6-year program funded by USDOE National Challenge Grant for Technology Program in Education		Evaluation of a 6-year program funded by USDOE National Challenge Grant for Technology Program in Education

Line 18:		Line 18:
	== The Effectiveness of a FLOSS-like Learning Community in Formal Educational Settings ==		== The Effectiveness of a FLOSS-like Learning Community in Formal Educational Settings ==

	[[Image:Flosscom wp4 phase2 report d1 som.jpg\|thumb\|220px\|Effectiveness of a FLOSS-like Learning Community in Formal Educational Settings [[~~Community~~/SOM\|SOM]] from report text.]]		[[Image:Flosscom wp4 phase2 report d1 som.jpg\|thumb\|220px\|Effectiveness of a FLOSS-like Learning Community in Formal Educational Settings [[Sugar Labs/SOM\|SOM]] from report text.]]
	February 2008, [http://opensource.mit.edu/papers/FLOSSCOM_Wp4_PHASE2_REPORT_d1.pdf The Effectiveness of a FLOSS-like Learning Community in Formal Educational Settings (PDF)]		February 2008, [http://opensource.mit.edu/papers/FLOSSCOM_Wp4_PHASE2_REPORT_d1.pdf The Effectiveness of a FLOSS-like Learning Community in Formal Educational Settings (PDF)]

	:''"The objectives of this 2nd report of the FLOSSCom project are as follows: To analyze and evaluate the differences between Free / Libre Open Source Software (FLOSS) communities as informal learning environments and on the other side formal educational settings. Point out ways on transferring those FLOSS principles to formal educational settings. Look at existing examples of eLearning delivery and examine why these do not provide the types of constructivist learning environments observed in FLOSS communities. Provide examples of formal educational environments similar to FLOSS communities that would be further addressed at the FLOSSCom Phase 3 FLOSS-like education transfer report."''		:''"The objectives of this 2nd report of the FLOSSCom project are as follows: To analyze and evaluate the differences between Free / Libre Open Source Software (FLOSS) communities as informal learning environments and on the other side formal educational settings. Point out ways on transferring those FLOSS principles to formal educational settings. Look at existing examples of eLearning delivery and examine why these do not provide the types of constructivist learning environments observed in FLOSS communities. Provide examples of formal educational environments similar to FLOSS communities that would be further addressed at the FLOSSCom Phase 3 FLOSS-like education transfer report."''
	<br clear="all"/>		<br clear="all"/>