Changes

1. The discussion about the merits and pitfalls of the use of simulation in science education continued this week (See [http://lists.sugarlabs.org/archive/iaep/2009-August/007722.html]).

1. The discussion about the merits and pitfalls of the use of simulation in science education continued this week (See [http://lists.sugarlabs.org/archive/iaep/2009-August/007722.html]).

2. María del Pilar Sáenz led a deployment meeting this week (See http://meeting.sugarlabs.org/sugar-meeting.log.20090819_1008.html). We reviewed the status of Sugar deployments, discussed the most pressing needs from deployments, and alternative communication channels that might result in more feedback from the field. [http://lists.sugarlabs.org/archive/iaep/2009-August/007842.html Another discussion on the IAEP list] is an indication of just how passionate the community is about being responsive to the needs of deployments.

2. María del Pilar Sáenz led a deployment meeting this week (See [http://meeting.sugarlabs.org/sugar-meeting.log.20090819_1008.html]). We reviewed the status of Sugar deployments, discussed the most pressing needs from deployments, and alternative communication channels that might result in more feedback from the field. [http://lists.sugarlabs.org/archive/iaep/2009-August/007842.html Another discussion on the IAEP list] is an indication of just how passionate the community is about being responsive to the needs of deployments.

3. Bernie Innocenti and I spent a day in Barre VT with Paul Flint, Kevin Cole, Nicco Eneidi, Colin Applegate, et al. to discuss the role Sugar might play in various education initiatives in the region. Despite too much driving in pouring rain, it was a fun, productive session. (Bernie helped Colin get up to speed on packaging for Ubuntu (Colin has subsequently build Sugar 0.86 for Jaunty) and did some debugging of Turtle Art while engaging in discussion with some teachers. One provocative question that was raised: What is the advantage of a "platform" as opposed to a bunch of cool applications? There are many cool applications out there and commercial (e.g., kidzui, which caters to parents who want someone else to worry about what Internet content is appropriate for their children) and non-commercial (e.g., Curriki, a place where teachers can pick and chose applications and content that meet specific curricula demands) collections. What is the advantage of the Sugar approach? We can sing the praises of many aspects of the Sugar platform—the Journal, the collaboration model, integrated view source, etc.—but I think it ultimately comes down the way in which these features enhance the ability to bring multiple learners together around a collection of activities to engage in authentic investigations. This is a potential that is not yet fully realized, but having spent time this summer watching children move fluidly across multiple activities to, for example, build a memory game, is seeing Sugar at its best.

3. Bernie Innocenti and I spent a day in Barre VT with Paul Flint, Kevin Cole, Nicco Eneidi, Colin Applegate, et al. to discuss the role Sugar might play in various education initiatives in the region. Despite too much driving in pouring rain, it was a fun, productive session. (Bernie helped Colin get up to speed on packaging for Ubuntu (Colin has subsequently build Sugar 0.86 for Jaunty) and did some debugging of Turtle Art while engaging in discussion with some teachers. One provocative question that was raised: What is the advantage of a "platform" as opposed to a bunch of cool applications? There are many cool applications out there and commercial (e.g., kidzui, which caters to parents who want someone else to worry about what Internet content is appropriate for their children) and non-commercial (e.g., Curriki, a place where teachers can pick and chose applications and content that meet specific curricula demands) collections. What is the advantage of the Sugar approach? We can sing the praises of many aspects of the Sugar platform—the Journal, the collaboration model, integrated view source, etc.—but I think it ultimately comes down the way in which these features enhance the ability to bring multiple learners together around a collection of activities to engage in authentic investigations. This is a potential that is not yet fully realized, but having spent time this summer watching children move fluidly across multiple activities to, for example, build a memory game, is seeing Sugar at its best.

4. The recent FSF campaign condemning the use of Windows 7 in education (See http://windows7sins.org/) inputes OLPC in complicity with Microsoft. It is disappointing that the FSF is not making any constructive arguments in favor of free software alternatives to Windows such as Sugar on GNU/Linux, which is currently shipped on every machine distributed by OLPC.  

4. The recent FSF campaign condemning the use of Windows 7 in education (See http://windows7sins.org/) imputes OLPC in complicity with Microsoft. It is disappointing that the FSF is not making any constructive arguments in favor of free software alternatives to Windows such as Sugar on GNU/Linux, which is currently shipped on every machine distributed by OLPC.

===Help wanted/help received===

===Help wanted/help received===