Difference between revisions of "Education Team/Evaluation Studies"

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== NYC Evaluation Report ==
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[[Image:Olpc kappa-som.jpg|thumb|220px|NYC Evaluation Report [[Sugar Labs/SOM|SOM]] from text.]]
 
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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
 
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(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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:''“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.”''
 
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== Career Connections to Teaching with Technology ==   
 
== 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."''
 
:''"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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==Other references==
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* [[OLPC:OLPC research]]
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* [[OLPC:Experience]]
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* [[OLPC:Category:Field Reports]]

Latest revision as of 16:41, 19 March 2010

Career Connections to Teaching with Technology

Career Connections to Teaching with Technology SOM from text.

Evaluation of a 6-year program funded by USDOE National Challenge Grant for Technology Program in Education


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

Effectiveness of a FLOSS-like Learning Community in Formal Educational Settings SOM from report text.

February 2008, 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."


Other references

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