Human Interface Guidelines/Core Ideas - Revision history

FGrose: indefinite article for first use of network in discussion

2011-12-23T02:42:51Z

indefinite article for first use of network in discussion

← Older revision		Revision as of 22:42, 22 December 2011
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	Everyone has the potential for being both a learner and a teacher. We have chosen to put collaboration at the core of the user experience in order to realize this potential. The presence of other members of the learning community will encourage children to take responsibility for others' learning as well as their own. The exchange of ideas amongst peers can both make the learning process more engaging and stimulate critical thinking skills. We hope to encourage these types of social interaction with Sugar.		Everyone has the potential for being both a learner and a teacher. We have chosen to put collaboration at the core of the user experience in order to realize this potential. The presence of other members of the learning community will encourage children to take responsibility for others' learning as well as their own. The exchange of ideas amongst peers can both make the learning process more engaging and stimulate critical thinking skills. We hope to encourage these types of social interaction with Sugar.

	In order to facilitate a collaborative learning environment, Sugar employs ~~the~~ network to interconnect users. By exploiting connectivity, every activity has the potential to be a networked activity. We aspire that all activities take advantage of the network; any activity that is not network-aware should perhaps be rethought in light of connectivity. As an example, consider the web-browsing activity bundled with Sugar distribution. Normally one browses in isolation, perhaps on occasion sending a friend a favorite link. On Sugar, however, a link-sharing feature integrated into the browser activity transforms the solitary act of web-surfing into a group collaboration. Where possible, all activities should embrace the network and place strong focus on facilitating such collaborative processes.		In order to facilitate a collaborative learning environment, Sugar employs a network to interconnect users. By exploiting connectivity, every activity has the potential to be a networked activity. We aspire that all activities take advantage of the network; any activity that is not network-aware should perhaps be rethought in light of connectivity. As an example, consider the web-browsing activity bundled with Sugar distribution. Normally one browses in isolation, perhaps on occasion sending a friend a favorite link. On Sugar, however, a link-sharing feature integrated into the browser activity transforms the solitary act of web-surfing into a group collaboration. Where possible, all activities should embrace the network and place strong focus on facilitating such collaborative processes.

	===Tools of Expression===		===Tools of Expression===

Sebastian: /* Presence is Always Present */

2011-12-23T02:37:20Z

Presence is Always Present

← Older revision		Revision as of 22:37, 22 December 2011
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	Everyone has the potential for being both a learner and a teacher. We have chosen to put collaboration at the core of the user experience in order to realize this potential. The presence of other members of the learning community will encourage children to take responsibility for others' learning as well as their own. The exchange of ideas amongst peers can both make the learning process more engaging and stimulate critical thinking skills. We hope to encourage these types of social interaction with Sugar.		Everyone has the potential for being both a learner and a teacher. We have chosen to put collaboration at the core of the user experience in order to realize this potential. The presence of other members of the learning community will encourage children to take responsibility for others' learning as well as their own. The exchange of ideas amongst peers can both make the learning process more engaging and stimulate critical thinking skills. We hope to encourage these types of social interaction with Sugar.

	In order to facilitate a collaborative learning environment, Sugar employs a the network to interconnect users. By exploiting connectivity, every activity has the potential to be a networked activity. We aspire that all activities take advantage of the network; any activity that is not network-aware should perhaps be rethought in light of connectivity. As an example, consider the web-browsing activity bundled with Sugar distribution. Normally one browses in isolation, perhaps on occasion sending a friend a favorite link. On Sugar, however, a link-sharing feature integrated into the browser activity transforms the solitary act of web-surfing into a group collaboration. Where possible, all activities should embrace the network and place strong focus on facilitating such collaborative processes.		In order to facilitate a collaborative learning environment, Sugar employs the network to interconnect users. By exploiting connectivity, every activity has the potential to be a networked activity. We aspire that all activities take advantage of the network; any activity that is not network-aware should perhaps be rethought in light of connectivity. As an example, consider the web-browsing activity bundled with Sugar distribution. Normally one browses in isolation, perhaps on occasion sending a friend a favorite link. On Sugar, however, a link-sharing feature integrated into the browser activity transforms the solitary act of web-surfing into a group collaboration. Where possible, all activities should embrace the network and place strong focus on facilitating such collaborative processes.

	===Tools of Expression===		===Tools of Expression===

Sebastian: Begin updating HIG

2011-12-23T02:34:02Z

Begin updating HIG

← Older revision		Revision as of 22:34, 22 December 2011
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	===Presence is Always Present===		===Presence is Always Present===

	Everyone has the potential for being both a learner and a teacher. We have chosen to put collaboration at the core of the user experience in order to realize this potential. The presence of other members of the learning community will encourage children to take responsibility for others' learning as well as their own. The exchange of ideas amongst peers can both make the learning process more engaging and stimulate critical thinking skills. We hope to encourage these types of social interaction with ~~the laptops~~.		Everyone has the potential for being both a learner and a teacher. We have chosen to put collaboration at the core of the user experience in order to realize this potential. The presence of other members of the learning community will encourage children to take responsibility for others' learning as well as their own. The exchange of ideas amongst peers can both make the learning process more engaging and stimulate critical thinking skills. We hope to encourage these types of social interaction with Sugar.

	In order to facilitate a collaborative learning environment, the ~~laptops employ a mesh~~ network ~~that interconnects all laptops within range~~. By exploiting ~~this~~ connectivity, every activity has the potential to be a networked activity. We aspire that all activities take advantage of the ~~mesh~~; any activity that is not ~~mesh~~-aware should perhaps be rethought in light of connectivity. As an example, consider the web-browsing activity bundled with ~~the laptop~~ distribution. Normally one browses in isolation, perhaps on occasion sending a friend a favorite link. On ~~the laptop~~, however, a link-sharing feature integrated into the browser activity transforms the solitary act of web-surfing into a group collaboration. Where possible, all activities should embrace the ~~mesh~~ and place strong focus on facilitating such collaborative processes.		In order to facilitate a collaborative learning environment, Sugar employs a the network to interconnect users. By exploiting connectivity, every activity has the potential to be a networked activity. We aspire that all activities take advantage of the network; any activity that is not network-aware should perhaps be rethought in light of connectivity. As an example, consider the web-browsing activity bundled with Sugar distribution. Normally one browses in isolation, perhaps on occasion sending a friend a favorite link. On Sugar, however, a link-sharing feature integrated into the browser activity transforms the solitary act of web-surfing into a group collaboration. Where possible, all activities should embrace the network and place strong focus on facilitating such collaborative processes.

	===Tools of Expression===		===Tools of Expression===

FGrose: presence api link

2010-09-23T17:23:39Z

presence api link

← Older revision		Revision as of 13:23, 23 September 2010
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	<noinclude><div style="background-color: #F5F5F5;">		<noinclude><div style="background-color: #F5F5F5;">
	{{Translations~~}}{{GoogleTrans-en~~}}		{{Translations}}
	</noinclude>		</noinclude>

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	{{hig-nav\|prev=Introduction\|curr=Core Ideas\|next=Design Fundamentals}}		{{hig-nav\|prev=Introduction\|curr=Core Ideas\|next=Design Fundamentals}}
	<div style="margin: 8px;">		<div style="margin: 8px;">
	~~{{TOCright}}~~
	==Core Ideas==		==Core Ideas==

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	\|[http://api.sugarlabs.org/ Sugar Activity APIs]		\|[http://api.sugarlabs.org/ Sugar Activity APIs]
	\|-		\|-
	\|[[Sugar Architecture/API/sugar.presence\|Sugar Library Package: sugar.presence]]		\|[[olpc:Sugar Architecture/API/sugar.presence\|Sugar Library Package: sugar.presence]]
	\|-		\|-
	\|}		\|}

FGrose at 00:17, 8 July 2009

2009-07-08T00:17:50Z

← Older revision		Revision as of 20:17, 7 July 2009
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	===Activities, Not Applications===		===Activities, Not Applications===

	There are no [~~http~~:~~//en.wikipedia.org/wiki/~~Software_Application software applications] in the traditional sense on the laptop. The laptop focuses children around "[[~~Design Team/~~Human Interface Guidelines/Activities\|activities]]." This is more than a new naming convention; it represents an intrinsic quality of the learning experience we hope the children will have when using the laptop. Activities are distinct from applications in their foci—collaboration and expression—and their implementation—journaling and iteration.		There are no [[wikipedia:Software_Application\| software applications]] in the traditional sense on the laptop. The laptop focuses children around "[[Human Interface Guidelines/Activities\|activities]]." This is more than a new naming convention; it represents an intrinsic quality of the learning experience we hope the children will have when using the laptop. Activities are distinct from applications in their foci—collaboration and expression—and their implementation—journaling and iteration.

	{\|border=1 cellpadding=1 cellspacing=0 style="float: right; width: 175px; border: 1px #666666 solid; border-collapse: collapse; background: #f9f9f9;"		{\|border=1 cellpadding=1 cellspacing=0 style="float: right; width: 175px; border: 1px #666666 solid; border-collapse: collapse; background: #f9f9f9;"
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	===Journaling===		===Journaling===

	The concept of the [[~~Design Team/~~Human Interface Guidelines/The Laptop Experience#The Journal\|Journal]], a written documentation of everyday events, is generally understood, albeit in various forms across cultures. A journal typically chronicles the activities one has done throughout the day. We have chosen to adopt a journal metaphor for the filesystem as our basic approach to file organization. While the underlying implementation of such a filesystem does not differ significantly from some of those in contemporary operating systems, it also holds less importance than the journal abstraction itself.		The concept of the [[Human Interface Guidelines/The Laptop Experience#The Journal\|Journal]], a written documentation of everyday events, is generally understood, albeit in various forms across cultures. A journal typically chronicles the activities one has done throughout the day. We have chosen to adopt a journal metaphor for the filesystem as our basic approach to file organization. While the underlying implementation of such a filesystem does not differ significantly from some of those in contemporary operating systems, it also holds less importance than the journal abstraction itself.

	At its core, our journal concept embodies the idea that the filesystem records a history of the things a child has done, or, more specifically, the activities a child has participated in. Its function as the store of the objects created while performing those activities is secondary, although also important. The Journal naturally lends itself to a chronological organization (although it can be tagged, searched, and sorted by a variety of means). As a record of things a child has ''done''—not just the things a child has ''saved''—the Journal will read much like a portfolio or scrapbook history of the child's interactions with the machine and also with peers. The Journal combines entries explicitly created by the children with those which are implicitly created through participation in activities; developers must think carefully about how an activity integrates with the Journal more so than with a traditional filesystem that functions independently of an application. The activities, the objects, and the means of recording all tightly integrate to create a different kind of computer experience.		At its core, our journal concept embodies the idea that the filesystem records a history of the things a child has done, or, more specifically, the activities a child has participated in. Its function as the store of the objects created while performing those activities is secondary, although also important. The Journal naturally lends itself to a chronological organization (although it can be tagged, searched, and sorted by a variety of means). As a record of things a child has ''done''—not just the things a child has ''saved''—the Journal will read much like a portfolio or scrapbook history of the child's interactions with the machine and also with peers. The Journal combines entries explicitly created by the children with those which are implicitly created through participation in activities; developers must think carefully about how an activity integrates with the Journal more so than with a traditional filesystem that functions independently of an application. The activities, the objects, and the means of recording all tightly integrate to create a different kind of computer experience.

FGrose: moved Design Team/Human Interface Guidelines/Core Ideas to Human Interface Guidelines/Core Ideas: restructure

2009-07-07T12:59:26Z

moved Design Team/Human Interface Guidelines/Core Ideas to Human Interface Guidelines/Core Ideas: restructure

← Older revision	Revision as of 08:59, 7 July 2009
(No difference)

FGrose at 17:38, 5 July 2009

2009-07-05T17:38:08Z

← Older revision		Revision as of 13:38, 5 July 2009
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	\|-		\|-
	\|[[Sugar Architecture/API/sugar.presence\|Sugar Library Package: sugar.presence]]		\|[[Sugar Architecture/API/sugar.presence\|Sugar Library Package: sugar.presence]]
			\|-
	\|}		\|}
	===Presence is Always Present===		===Presence is Always Present===

FGrose at 17:37, 5 July 2009

2009-07-05T17:37:08Z

← Older revision		Revision as of 13:37, 5 July 2009
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	<noinclude><div style="background-color: #F5F5F5;">		<noinclude><div style="background-color: #F5F5F5;">
	{{Translations}}		{{Translations}}{{GoogleTrans-en}}
			</noinclude>


	~~</noinclude>~~
	<div style="background-color: #FFF; margin-left:auto; margin-right: auto; border-left:1px solid #888; border-right:1px solid #888; width: 95%;">		<div style="background-color: #FFF; margin-left:auto; margin-right: auto; border-left:1px solid #888; border-right:1px solid #888; width: 95%;">
	{{hig-nav\|prev=Introduction\|curr=Core Ideas\|next=Design Fundamentals}}		{{hig-nav\|prev=Introduction\|curr=Core Ideas\|next=Design Fundamentals}}
	<div style="margin: 8px;">		<div style="margin: 8px;">
			{{TOCright}}
	==Core Ideas==		==Core Ideas==

	===Activities, Not Applications===		===Activities, Not Applications===
	~~{\|border=1 cellpadding=1 cellspacing=0 style="float: right; width: 175px; border: 1px #666666 solid; border-collapse: collapse; background: #f9f9f9;"~~
	~~!style="background:#D6784C"\|API Reference~~
	\|-
	~~\|[http://api.sugarlabs.org/ Sugar Activity APIs]~~
	\|}

	There are no [http://en.wikipedia.org/wiki/Software_Application software applications] in the traditional sense on the laptop. The laptop focuses children around "[[Design Team/Human Interface Guidelines/Activities\|activities]]." This is more than a new naming convention; it represents an intrinsic quality of the learning experience we hope the children will have when using the laptop. Activities are distinct from applications in their foci—collaboration and expression—and their implementation—journaling and iteration.		There are no [http://en.wikipedia.org/wiki/Software_Application software applications] in the traditional sense on the laptop. The laptop focuses children around "[[Design Team/Human Interface Guidelines/Activities\|activities]]." This is more than a new naming convention; it represents an intrinsic quality of the learning experience we hope the children will have when using the laptop. Activities are distinct from applications in their foci—collaboration and expression—and their implementation—journaling and iteration.

	~~===Presence is Always Present===~~
	{\|border=1 cellpadding=1 cellspacing=0 style="float: right; width: 175px; border: 1px #666666 solid; border-collapse: collapse; background: #f9f9f9;"		{\|border=1 cellpadding=1 cellspacing=0 style="float: right; width: 175px; border: 1px #666666 solid; border-collapse: collapse; background: #f9f9f9;"
	!style="background:#D6784C"\|API Reference		!style="background:#D6784C"\|API Reference
			\|-
			\|[http://api.sugarlabs.org/ Sugar Activity APIs]
	\|-		\|-
	\|[[Sugar Architecture/API/sugar.presence\|Sugar Library Package: sugar.presence]]		\|[[Sugar Architecture/API/sugar.presence\|Sugar Library Package: sugar.presence]]
	\|}		\|}
			===Presence is Always Present===

	Everyone has the potential for being both a learner and a teacher. We have chosen to put collaboration at the core of the user experience in order to realize this potential. The presence of other members of the learning community will encourage children to take responsibility for others' learning as well as their own. The exchange of ideas amongst peers can both make the learning process more engaging and stimulate critical thinking skills. We hope to encourage these types of social interaction with the laptops.		Everyone has the potential for being both a learner and a teacher. We have chosen to put collaboration at the core of the user experience in order to realize this potential. The presence of other members of the learning community will encourage children to take responsibility for others' learning as well as their own. The exchange of ideas amongst peers can both make the learning process more engaging and stimulate critical thinking skills. We hope to encourage these types of social interaction with the laptops.

Dfarning: fix broken links

2009-04-09T02:11:58Z

fix broken links

← Older revision		Revision as of 22:11, 8 April 2009
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	<noinclude><div style="background-color: #F5F5F5;">		<noinclude><div style="background-color: #F5F5F5;">
	~~{{OLPC}}~~
	{{Translations}}		{{Translations}}

Dfarning: fix broken links

2009-04-09T02:01:35Z

fix broken links

← Older revision		Revision as of 22:01, 8 April 2009
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	!style="background:#D6784C"\|API Reference		!style="background:#D6784C"\|API Reference
	\|-		\|-
	\|[~~[Sugar Architecture~~/~~API#Sugar_Activity_APIs\|~~Sugar Activity APIs]]		\|[http://api.sugarlabs.org/ Sugar Activity APIs]
	\|}		\|}