Difference between revisions of "Talk:Education Team/Survey questions"
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Show source, editing and re-purposing. How realistic is it that students tinker with their Sugar software? How important? What are the benefits? What are the obstacles? How can easy pathways and bridges be supplied? | Show source, editing and re-purposing. How realistic is it that students tinker with their Sugar software? How important? What are the benefits? What are the obstacles? How can easy pathways and bridges be supplied? | ||
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| + | == A different sort of question == | ||
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| + | * How do children (and teachers) start their day with Sugar? Bright and early, or at a set time every day? | ||
| + | * What Activities do they start with? | ||
| + | * Which Activities do they spend time on in class? in free time? What do they seem to like the most / the least? | ||
| + | * When and where are their computers charging (i.e., Sugar downtime)? | ||
| + | * Are their computers always / sometimes / never, open and in use outside of class time? | ||
| + | * Is anyone left out (i.e. without a computer due to breakage or theft)? | ||
| + | * Are children helping each other when they get stuck on something? | ||
| + | * Are the computers used in the evening? | ||
Revision as of 08:14, 19 March 2009
Issues
The primary purpose of the survey is to help Sugar Labs prioritise resources amongst already identified issues and to identify any further needs. It is also an opportunity to gather success stories. Survey results would ideally be translatable into actionable items.
Identified issues include:
The balance between self-directed project-based learning and more traditional or didactic learning. Should resources be directed at generating lesson plans, e-books and instructional materials or towards enriching Activities which offer self-directed problem solving? Are some of these learning styles better supported by other teaching materials eg. chalk board, paper books?
Should the teachers adapt to Sugar or Sugar to the teachers? What obstacles hinder appreciation of the two perspectives and movement together?
Can some materials be better supplied server side in a non-sugar specific way, requiring only a compatible browser? What then should Browse support? Flash, Java, tabbed browsing, auto-complete?
How can the Journal best meet the target of “low entry high ceiling” easy for beginners but no roadblocks for more experienced users? If there has to be a trade off, what are the relative importances of each.
What is the importance of sharing? What are the different sharing mechanisms? Activity sharing, blogs, wikis, upload areas, private/public? How do kids get the most benefit? Share viewing or authorship rights? Share the whole Activity or objects within the activity?
Show source, editing and re-purposing. How realistic is it that students tinker with their Sugar software? How important? What are the benefits? What are the obstacles? How can easy pathways and bridges be supplied?
A different sort of question
- How do children (and teachers) start their day with Sugar? Bright and early, or at a set time every day?
- What Activities do they start with?
- Which Activities do they spend time on in class? in free time? What do they seem to like the most / the least?
- When and where are their computers charging (i.e., Sugar downtime)?
- Are their computers always / sometimes / never, open and in use outside of class time?
- Is anyone left out (i.e. without a computer due to breakage or theft)?
- Are children helping each other when they get stuck on something?
- Are the computers used in the evening?