2,486
edits
Changes
no edit summary
Nothing is 100% discoverable or 100% undiscoverable. There are many features of Sugar that can be discovered, without their use cases being in any way obvious. The question, then, is how to provide discovery projects where we know that a particular usage is appropriate, and include a hint on the feature in the lesson plan. In other cases, the children understand immediately what a function is for, as soon as they know it exists. In those cases, you generally don't have to show them twice.
Nothing is 100% discoverable or 100% undiscoverable. There are many features of Sugar that can be discovered, without their use cases being in any way obvious. The question, then, is how to provide discovery projects where we know that a particular usage is appropriate, and include a hint on the feature in the lesson plan. In other cases, the children understand immediately what a function is for, as soon as they know it exists. In those cases, you generally don't have to show them twice.
Many things, which would not be discovered by one individual before getting frustrated, will be rapidly discovered by one child in the group and shared before any of the group get frustrated. Is this an an adequate standard of discoverability or should features be discoverable by a child in isolation?
Many of the Activities would benefit from a Help feature.
Many of the Activities would benefit from a Help feature.