Hi Janissa,<br><br>My name is Jennifer DeBoer, and I am currently an advanced doctoral student in international education policy. I started getting involved in OLPC during the first year of my program, and I'm still working on creating a health program that could then be evaluated. My main interest, though, is in the education research side of things. I would love to help in conceptualizing, constructing, and implementing evaluations of such interventions. Please let me know how I can support your work.<br>
<br>Best,<br><br>Jennifer<br><br><div class="gmail_quote">On Wed, May 11, 2011 at 10:18 PM, <span dir="ltr"><<a href="mailto:research-request@lists.laptop.org">research-request@lists.laptop.org</a>></span> wrote:<br>
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Today's Topics:<br>
<br>
1. new subscriber intro - looking for partner to evaluate our<br>
program (<a href="mailto:jbalcomb@laptopstolesotho.org">jbalcomb@laptopstolesotho.org</a>)<br>
2. Re: new subscriber intro - looking for partner to evaluate<br>
our program (Edward Cherlin)<br>
3. Re: new subscriber intro - looking for partner to evaluate<br>
our program (<a href="mailto:jbalcomb@laptopstolesotho.org">jbalcomb@laptopstolesotho.org</a>)<br>
4. Re: new subscriber intro - looking for partner to evaluate<br>
our program (Edward Cherlin)<br>
<br>
<br>
----------------------------------------------------------------------<br>
<br>
Message: 1<br>
Date: Wed, 11 May 2011 14:21:23 -0500<br>
From: <a href="mailto:jbalcomb@laptopstolesotho.org">jbalcomb@laptopstolesotho.org</a><br>
Subject: [Research] new subscriber intro - looking for partner to<br>
evaluate our program<br>
To: <a href="mailto:research@lists.laptop.org">research@lists.laptop.org</a><br>
Message-ID:<br>
<<a href="mailto:3596f085d0f2258071b2aee6b966177d.squirrel@server504.webhostingpad.com">3596f085d0f2258071b2aee6b966177d.squirrel@server504.webhostingpad.com</a>><br>
<br>
Content-Type: text/plain;charset=iso-8859-1<br>
<br>
Hi, I'm a new subscriber to this list. My name is Janissa Balcomb, and I<br>
am president and co-founder of Laptops to Lesotho Inc., a nonprofit<br>
organization established in 2009 to distribute refurbished G1G1 XO-1<br>
laptops we purchase on ebay to children in remote mountain villages in<br>
Lesotho.<br>
<br>
We are using what we think is a rather unique approach to setting up a<br>
computer program in a developing nation, and we would like to find a<br>
research partner to do an in-depth, long-term evaluation of the efficacy<br>
of our project.<br>
<br>
The first thing we did differently was we took 1-1/2 years to establish a<br>
grassroots organization in the local community before we distributed a<br>
large number of computers. We started with just two Windows-based<br>
computers and two XO-1 laptops. With the help of a Peace Corps Volunteer<br>
living in the community, we put two local educators in charge of the<br>
project at the very onset. We mentored them, trained them, and made them<br>
responsible for all major decisions. From the onset, we let them know<br>
that our role was merely as facilitator to get them started and that,<br>
within a matter of a few years, they would be solely responsible for the<br>
project.<br>
<br>
As we guided these two project leaders, we had a series of bench marks,<br>
unbeknownst to them, that they had to achieve before we moved to the next<br>
step. It wasn't until they reached the point where they had enough<br>
computer skills to supervise the project, where they were communicating<br>
regularly with us by email, where they had shown a serious sustained<br>
commitment to the project, and where the community had shown full<br>
investment in the project that we began delivering laptops.<br>
<br>
Another thing we are doing is moving at a pace of change that the<br>
community can fully absorb without disruption. Our first deployment in<br>
2010 consisted of 50 laptops. Our second deployment with a similar number<br>
of laptops will be a full year later.<br>
<br>
During the first deployment, we met separately with all the teachers,<br>
parents/guardians, students, community leaders, religious leaders,<br>
government officials, and local police. After those meetings, we spent ten<br>
days helping the project leaders and school staff work out rules and<br>
regulations to govern the project. These rules try to address every<br>
possible scenario we could foresee and establish a procedure to deal with<br>
situations we couldn't foresee. From this, the school staff developed<br>
contracts for each student, parent/guardian, and educator to sign in order<br>
to participate in the project.<br>
<br>
The regulations and contracts clearly define responsibilities, benefits,<br>
and penalties for all parties involved. Penalties for violating the<br>
contract can be paid in cash or worked off by doing community service.<br>
(The English version of the Rules and Regulations, Contracts, and Fine<br>
Schedules is posted on our blog at<br>
<a href="http://olpc2010-lesotho.blogspot.com/p/2011-rules-regulations-contracts-fee.html" target="_blank">http://olpc2010-lesotho.blogspot.com/p/2011-rules-regulations-contracts-fee.html</a>)<br>
<br>
Originally, we based our project on the OLPC philosophy and guidelines.<br>
However, the leaders, educators, and community members felt that one<br>
aspect, child ownership, didn't fit well with their situation and the<br>
number of laptops we were providing. They changed that to school<br>
ownership with a system that allows the children and teachers to check the<br>
laptops out like a library book.<br>
<br>
As part of this system, a student must earn the right to check out a<br>
laptop. First, both the student and their parents/guardian must all sign<br>
contracts agreeing to abide by the Rules and Regulations. Then, the<br>
student and parents/guardian must learn how to properly care for the<br>
laptop and display that knowledge to the satisfaction of the student's<br>
classroom teacher. Lastly, the student must earn a set number of points,<br>
via a clearly defined point system, based on the student's behavior at<br>
school and at home.<br>
<br>
During the first deployment we spent three weeks at the end of the school<br>
giving all the teachers at the school and a principal from another school<br>
in the area intensive training on how to use the XO laptop, how to charge<br>
and repair the laptops, how to teach with laptops in the classroom, and<br>
how to develop lessons with the laptops to supplement the curriculum.<br>
<br>
Then we left. Three months later, one of the project leaders, who is the<br>
school principal, was brought to the U.S. for a professional and cultural<br>
exchange. During that time, he had the opportunity to visit a number of<br>
schools, observe classes, and talk to principals, teachers, students, and<br>
school board members to learn about the U.S. education system. (The trip<br>
was paid for by FIPE, the Foundation for International Professional<br>
Exchange.) He returned to his school with a new perspective and new<br>
ideas.<br>
<br>
Laptops to Lesotho volunteers will return to the village in December 2011.<br>
In the interim, the school staff is running the program. So far, the<br>
laptops are being used several times a week in grades 4-7 and periodically<br>
in the lower grades. Most of the teachers are using them in their<br>
classrooms, though two are not yet comfortable teaching with them. In<br>
order that all the students get a chance to use the laptops, those<br>
teachers switch with other teachers for some lessons. A larger solar<br>
power system is being installed this month that will enable the teachers<br>
to charge more laptops at one time and that will allow them to use the<br>
laptops even more frequently in the classroom.<br>
<br>
It is too early to tell what significant long-term changes this project<br>
will make, but in the short-term it has been very successful. Some of the<br>
short-term changes we have documented at this early stage include a 20%<br>
increase in enrollment at the school and a drop in chronic absenteeism to<br>
nearly zero. Empirical evidence shows a vast improvement in student<br>
behavior and an increased rate of improvement in math and English skills.<br>
<br>
The project has also gotten the parents/guardians more actively involved<br>
in the school and has brought the community more closely together. They<br>
have decided to start an annual cultural celebration, a tradition that had<br>
been lost prior to this project. They will use the celebration, along<br>
with other community activities, to help raise funds for the project.<br>
<br>
The school staff has already begun to evaluate schools and school staff<br>
members in surrounding villages to determine the next candidate for<br>
expansion of the project. They have also decided to spend part of the<br>
project funds to attend a grant-writing and fundraising workshop.<br>
<br>
We think that our process could be replicated successfully elsewhere.<br>
But, before we get too much farther down the road, we would like to<br>
establish a strict scientifically-based hypothesis testing research<br>
project to evaluate this technique both in short-term and long-term gains.<br>
<br>
If you are interested in helping to set up this evaluation research, or<br>
know of someone who might be, please let me know.<br>
<br>
Thanks,<br>
Janissa Balcomb<br>
<a href="mailto:jbalcomb@laptopstolesotho.org">jbalcomb@laptopstolesotho.org</a><br>
<a href="http://www.laptopstolesotho.org" target="_blank">www.laptopstolesotho.org</a><br>
<br>
<br>
<br>
<br>
------------------------------<br>
<br>
Message: 2<br>
Date: Wed, 11 May 2011 21:17:39 -0400<br>
From: Edward Cherlin <<a href="mailto:echerlin@gmail.com">echerlin@gmail.com</a>><br>
Subject: Re: [Research] new subscriber intro - looking for partner to<br>
evaluate our program<br>
To: <a href="mailto:jbalcomb@laptopstolesotho.org">jbalcomb@laptopstolesotho.org</a><br>
Cc: <a href="mailto:research@lists.laptop.org">research@lists.laptop.org</a><br>
Message-ID: <<a href="mailto:BANLkTimuagoswk%2BjzvtdfhHHYB5jz0YBFw@mail.gmail.com">BANLkTimuagoswk+jzvtdfhHHYB5jz0YBFw@mail.gmail.com</a>><br>
Content-Type: text/plain; charset=UTF-8<br>
<br>
On Wed, May 11, 2011 at 15:21, <<a href="mailto:jbalcomb@laptopstolesotho.org">jbalcomb@laptopstolesotho.org</a>> wrote:<br>
> Hi, I'm a new subscriber to this list. ?My name is Janissa Balcomb, and I<br>
> am president and co-founder of Laptops to Lesotho Inc., a nonprofit<br>
> organization established in 2009 to distribute refurbished G1G1 XO-1<br>
> laptops we purchase on ebay to children in remote mountain villages in<br>
> Lesotho.<br>
<br>
Excellent.<br>
<br>
> We are using what we think is a rather unique approach to setting up a<br>
> computer program in a developing nation, and we would like to find a<br>
> research partner to do an in-depth, long-term evaluation of the efficacy<br>
> of our project.<br>
<br>
Second the motion.<br>
<br>
I would also suggest that you use the Free Software/Open Source<br>
approach of publishing all of your materials and letting the community<br>
work with them, try to improve them, test them, and so on. The new, in<br>
testing, not quite yet public Replacing Textbooks server at Sugar Labs<br>
is available for hosting training materials in addition to Free<br>
digital textbook replacements, or Open Education Resources (OER).<br>
<br>
> The first thing we did differently was we took 1-1/2 years to establish a<br>
> grassroots organization in the local community before we distributed a<br>
> large number of computers. ?We started with just two Windows-based<br>
> computers and two XO-1 laptops. ?With the help of a Peace Corps Volunteer<br>
> living in the community, we put two local educators in charge of the<br>
> project at the very onset. ?We mentored them, trained them, and made them<br>
> responsible for all major decisions. ?From the onset, we let them know<br>
> that our role was merely as facilitator to get them started and that,<br>
> within a matter of a few years, they would be solely responsible for the<br>
> project.<br>
<br>
Are you familiar with Sarvodaya in Sri Lanka? Your methods are somewhat similar.<br>
<br>
> As we guided these two project leaders, we had a series of bench marks,<br>
> unbeknownst to them, that they had to achieve before we moved to the next<br>
> step. It wasn't until they reached the point where they had enough<br>
> computer skills to supervise the project, where they were communicating<br>
> regularly with us by email, where they had shown a serious sustained<br>
> commitment to the project, and where the community had shown full<br>
> investment in the project that we began delivering laptops.<br>
><br>
> Another thing we are doing is moving at a pace of change that the<br>
> community can fully absorb without disruption. ?Our first deployment in<br>
> 2010 consisted of 50 laptops. ?Our second deployment with a similar number<br>
> of laptops will be a full year later.<br>
><br>
> During the first deployment, we met separately with all the teachers,<br>
> parents/guardians, students, community leaders, religious leaders,<br>
> government officials, and local police. After those meetings, we spent ten<br>
> days helping the project leaders and school staff work out rules and<br>
> regulations to govern the project. ?These rules try to address every<br>
> possible scenario we could foresee and establish a procedure to deal with<br>
> situations we couldn't foresee. ?From this, the school staff developed<br>
> contracts for each student, parent/guardian, and educator to sign in order<br>
> to participate in the project.<br>
<br>
Did you record any of those meetings? Such recordings would be of<br>
inestimable value to researchers and to other instructional designers.<br>
<br>
> The regulations and contracts clearly define responsibilities, benefits,<br>
> and penalties for all parties involved. ?Penalties for violating the<br>
> contract can be paid in cash or worked off by doing community service.<br>
> (The English version of the Rules and Regulations, Contracts, and Fine<br>
> Schedules is posted on our blog at<br>
> <a href="http://olpc2010-lesotho.blogspot.com/p/2011-rules-regulations-contracts-fee.html" target="_blank">http://olpc2010-lesotho.blogspot.com/p/2011-rules-regulations-contracts-fee.html</a>)<br>
<br>
Thank you.<br>
<br>
> Originally, we based our project on the OLPC philosophy and guidelines.<br>
> However, the leaders, educators, and community members felt that one<br>
> aspect, child ownership, didn't fit well with their situation and the<br>
> number of laptops we were providing. ?They changed that to school<br>
> ownership with a system that allows the children and teachers to check the<br>
> laptops out like a library book.<br>
><br>
> As part of this system, a student must earn the right to check out a<br>
> laptop. ?First, both the student and their parents/guardian must all sign<br>
> contracts agreeing to abide by the Rules and Regulations. ?Then, the<br>
> student and parents/guardian must learn how to properly care for the<br>
> laptop and display that knowledge to the satisfaction of the student's<br>
> classroom teacher. ?Lastly, the student must earn a set number of points,<br>
> via a clearly defined point system, based on the student's behavior at<br>
> school and at home.<br>
><br>
> During the first deployment we spent three weeks at the end of the school<br>
> giving all the teachers at the school and a principal from another school<br>
> in the area intensive training on how to use the XO laptop, how to charge<br>
> and repair the laptops, how to teach with laptops in the classroom, and<br>
> how to develop lessons with the laptops to supplement the curriculum.<br>
><br>
> Then we left. ?Three months later, one of the project leaders, who is the<br>
> school principal, was brought to the U.S. for a professional and cultural<br>
> exchange. ?During that time, he had the opportunity to visit a number of<br>
> schools, observe classes, and talk to principals, teachers, students, and<br>
> school board members to learn about the U.S. education system. ?(The trip<br>
> was paid for by FIPE, the Foundation for International Professional<br>
> Exchange.) ?He returned to his school with a new perspective and new<br>
> ideas.<br>
><br>
> Laptops to Lesotho volunteers will return to the village in December 2011.<br>
> ?In the interim, the school staff is running the program. ?So far, the<br>
> laptops are being used several times a week in grades 4-7 and periodically<br>
> in the lower grades. ?Most of the teachers are using them in their<br>
> classrooms, though two are not yet comfortable teaching with them. ?In<br>
> order that all the students get a chance to use the laptops, those<br>
> teachers switch with other teachers for some lessons. ?A larger solar<br>
> power system is being installed this month that will enable the teachers<br>
> to charge more laptops at one time and that will allow them to use the<br>
> laptops even more frequently in the classroom.<br>
<br>
Is your solar power system design public?<br>
<br>
> It is too early to tell what significant long-term changes this project<br>
> will make, but in the short-term it has been very successful. Some of the<br>
> short-term changes we have documented at this early stage include a 20%<br>
> increase in enrollment at the school and a drop in chronic absenteeism to<br>
> nearly zero. ?Empirical evidence shows a vast improvement in student<br>
> behavior and an increased rate of improvement in math and English skills.<br>
<br>
I would be very interested to see a comparison of your results with a<br>
one-to-one deployment. There are many other experiment designs of<br>
interest.<br>
<br>
> The project has also gotten the parents/guardians more actively involved<br>
> in the school and has brought the community more closely together. ?They<br>
> have decided to start an annual cultural celebration, a tradition that had<br>
> been lost prior to this project. ?They will use the celebration, along<br>
> with other community activities, to help raise funds for the project.<br>
><br>
> The school staff has already begun to evaluate schools and school staff<br>
> members in surrounding villages to determine the next candidate for<br>
> expansion of the project. ?They have also decided to spend part of the<br>
> project funds to attend a grant-writing and fundraising workshop.<br>
><br>
> We think that our process could be replicated successfully elsewhere.<br>
> But, before we get too much farther down the road, we would like to<br>
> establish a strict scientifically-based hypothesis testing research<br>
> project to evaluate this technique both in short-term and long-term gains.<br>
><br>
> If you are interested in helping to set up this evaluation research, or<br>
> know of someone who might be, please let me know.<br>
<br>
I don't have the resources of a researcher, and Sugar Labs is not a<br>
research group. But as a Sugar Labs Project Manager, I would be very<br>
interested in following your research, and suggesting some research<br>
directions.<br>
<br>
> Thanks,<br>
> Janissa Balcomb<br>
> <a href="mailto:jbalcomb@laptopstolesotho.org">jbalcomb@laptopstolesotho.org</a><br>
> <a href="http://www.laptopstolesotho.org" target="_blank">www.laptopstolesotho.org</a><br>
><br>
><br>
> _______________________________________________<br>
> Research mailing list<br>
> <a href="mailto:Research@lists.laptop.org">Research@lists.laptop.org</a><br>
> <a href="http://lists.laptop.org/listinfo/research" target="_blank">http://lists.laptop.org/listinfo/research</a><br>
><br>
<br>
<br>
<br>
--<br>
Edward Mokurai (??/???????????????/????????????? ?) Cherlin<br>
Silent Thunder is my name, and Children are my nation.<br>
The Cosmos is my dwelling place, the Truth my destination.<br>
<a href="http://www.earthtreasury.org/" target="_blank">http://www.earthtreasury.org/</a><br>
<br>
<br>
------------------------------<br>
<br>
Message: 3<br>
Date: Wed, 11 May 2011 22:07:41 -0500<br>
From: <a href="mailto:jbalcomb@laptopstolesotho.org">jbalcomb@laptopstolesotho.org</a><br>
Subject: Re: [Research] new subscriber intro - looking for partner to<br>
evaluate our program<br>
To: "Edward Cherlin" <<a href="mailto:echerlin@gmail.com">echerlin@gmail.com</a>><br>
Cc: "<a href="mailto:research@lists.laptop.org">research@lists.laptop.org</a>" <<a href="mailto:research@lists.laptop.org">research@lists.laptop.org</a>><br>
Message-ID:<br>
<<a href="mailto:5ecd533e995476261310f4ac72e2d3bc.squirrel@server504.webhostingpad.com">5ecd533e995476261310f4ac72e2d3bc.squirrel@server504.webhostingpad.com</a>><br>
<br>
Content-Type: text/plain;charset=iso-8859-1<br>
<br>
Edward, Thanks for your input. My replies follow >><br>
__________________<br>
<br>
Edward: "I would also suggest that you use the Free Software/Open Source<br>
approach of publishing all of your materials and letting the community<br>
work with them, try to improve them, test them, and so on. The new, in<br>
testing, not quite yet public Replacing Textbooks server at Sugar Labs is<br>
available for hosting training materials in addition to Free digital<br>
textbook replacements, or Open Education Resources (OER)."<br>
<br>
Janissa: We plan to make all our materials public. Anything we create<br>
here in the U.S. for the school will be posted; however, it is very<br>
difficult for the teachers in Lesotho to post materials they have created<br>
because there is no affordable internet service available in the area.<br>
When we visit the school later this year, we will make copies of anything<br>
they have created and will post it for them.<br>
<br>
Will the OER/free digital texbooks be provided in a format that can be<br>
downloaded on a flash drive rather than used interactively online?<br>
__________________<br>
<br>
Edward: "Are you familiar with Sarvodaya in Sri Lanka? Your methods are<br>
somewhat similar."<br>
<br>
Janissa: I am not familiar with Sarvodaya, but I will check her/him out.<br>
__________________<br>
<br>
Edward: "Did you record any of those meetings? Such recordings would be of<br>
inestimable value to researchers and to other instructional designers."<br>
<br>
Janissa: No, we did not record the meetings other than just taking notes.<br>
I think having an audio or video recorder present might have inhibited<br>
the process too much. It was hard enough as it was to get the teachers to<br>
talk, express opinions, and make decisions. There was A LOT of cajoling<br>
involved.<br>
__________________<br>
<br>
Edward: "Is your solar power system design public?"<br>
<br>
Janissa: It was designed by the Bethel Community Development and Business<br>
Center in Lesotho. I will check with them about making the design public.<br>
__________________<br>
<br>
Edward: "I would be very interested to see a comparison of your results<br>
with a one-to-one deployment. There are many other experiment designs of<br>
interest."<br>
<br>
Janissa: We had originally hoped to have a one-to-one ratio, but<br>
financial constraints prevented that. We thought we would still work<br>
toward that goal eventually, but the community has over-ridden us. They<br>
would prefer that we expand to other schools rather than try to reach a<br>
one-to-one ratio at the school we are currently working with. The<br>
situation could definitely make for some interesting comparisons, if the<br>
research is set up properly.<br>
__________________<br>
<br>
Edward: "I don't have the resources of a researcher, and Sugar Labs is not<br>
a research group. But as a Sugar Labs Project Manager, I would be very<br>
interested in following your research, and suggesting some research<br>
directions."<br>
<br>
Janissa: I would love to get any suggestions you or others have. I'm<br>
completely new to this role and am feeling my way as I go, so any help is<br>
greatly appreciated.<br>
<br>
<br>
<br>
<br>
<br>
------------------------------<br>
<br>
Message: 4<br>
Date: Wed, 11 May 2011 23:19:15 -0400<br>
From: Edward Cherlin <<a href="mailto:echerlin@gmail.com">echerlin@gmail.com</a>><br>
Subject: Re: [Research] new subscriber intro - looking for partner to<br>
evaluate our program<br>
To: <a href="mailto:jbalcomb@laptopstolesotho.org">jbalcomb@laptopstolesotho.org</a><br>
Cc: iaep <<a href="mailto:iaep@lists.sugarlabs.org">iaep@lists.sugarlabs.org</a>>, "<a href="mailto:research@lists.laptop.org">research@lists.laptop.org</a>"<br>
<<a href="mailto:research@lists.laptop.org">research@lists.laptop.org</a>><br>
Message-ID: <BANLkTimpMsQPG-+=<a href="mailto:kFZR1CiHWSONNHsUHw@mail.gmail.com">kFZR1CiHWSONNHsUHw@mail.gmail.com</a>><br>
Content-Type: text/plain; charset=UTF-8<br>
<br>
On Wed, May 11, 2011 at 23:07, <<a href="mailto:jbalcomb@laptopstolesotho.org">jbalcomb@laptopstolesotho.org</a>> wrote:<br>
> Edward, Thanks for your input.<br>
<br>
A pleasure.<br>
<br>
>?My replies follow >><br>
> __________________<br>
><br>
> Edward: "I would also suggest that you use the Free Software/Open Source<br>
> approach of publishing all of your materials and letting the community<br>
> work with them, try to improve them, test them, and so on. The new, in<br>
> testing, not quite yet public Replacing Textbooks server at Sugar Labs is<br>
> available for hosting training materials in addition to Free digital<br>
> textbook replacements, or Open Education Resources (OER)."<br>
><br>
> Janissa: We plan to make all our materials public.<br>
<br>
I wasn't sufficiently explicit. I mean not only public, but under a<br>
Creative Commons or similar license, preferably permitting reuse,<br>
improvement, translation, and republication with credit but without<br>
having to get explicit permission.<br>
<br>
>?Anything we create<br>
> here in the U.S. for the school will be posted; however, it is very<br>
> difficult for the teachers in Lesotho to post materials they have created<br>
> because there is no affordable internet service available in the area.<br>
> When we visit the school later this year, we will make copies of anything<br>
> they have created and will post it for them.<br>
<br>
Sneakernet (originally with floppy disks) is an ancient and venerable<br>
tradition in the computer community.<br>
<br>
> Will the OER/free digital texbooks be provided in a format that can be<br>
> downloaded on a flash drive rather than used interactively online?<br>
<br>
It is our intention to make materials that can be used on an XO, and<br>
in Sugar on any other platform, and in many cases that means PDFs and<br>
other public document formats that can be used anywhere on anything.<br>
<br>
> __________________<br>
><br>
> Edward: "Are you familiar with Sarvodaya in Sri Lanka? Your methods are<br>
> somewhat similar."<br>
><br>
> Janissa: ?I am not familiar with Sarvodaya, but I will check her/him out.<br>
<br>
Sarvodaya Shramadana Movement<br>
<a href="http://www.sarvodaya.org/" target="_blank">http://www.sarvodaya.org/</a><br>
> __________________<br>
><br>
> Edward: "Did you record any of those meetings? Such recordings would be of<br>
> inestimable value to researchers and to other instructional designers."<br>
><br>
> Janissa: ?No, we did not record the meetings other than just taking notes.<br>
> ?I think having an audio or video recorder present might have inhibited<br>
> the process too much. ?It was hard enough as it was to get the teachers to<br>
> talk, express opinions, and make decisions. ?There was A LOT of cajoling<br>
> involved.<br>
<br>
Understood. Perhaps they will at some point become comfortable with<br>
students recording them using XOs, or they can record each other.<br>
> __________________<br>
><br>
> Edward: "Is your solar power system design public?"<br>
><br>
> Janissa: ?It was designed by the Bethel Community Development and Business<br>
> Center in Lesotho. ?I will check with them about making the design public.<br>
<br>
Thank you. Illinois Institute of Technology is doing another design<br>
for schools with XOs in Haiti, and there are others. I encourage<br>
organizations doing this to get together and share expertise.<br>
> __________________<br>
><br>
> Edward: "I would be very interested to see a comparison of your results<br>
> with a one-to-one deployment. There are many other experiment designs of<br>
> interest."<br>
><br>
> Janissa: ?We had originally hoped to have a one-to-one ratio, but<br>
> financial constraints prevented that. ?We thought we would still work<br>
> toward that goal eventually, but the community has over-ridden us. ?They<br>
> would prefer that we expand to other schools rather than try to reach a<br>
> one-to-one ratio at the school we are currently working with. ?The<br>
> situation could definitely make for some interesting comparisons, if the<br>
> research is set up properly.<br>
<br>
It would require some care to control for a variety of variables. We<br>
can discuss that when we get some experiment designers involved.<br>
<br>
> __________________<br>
><br>
> Edward: "I don't have the resources of a researcher, and Sugar Labs is not<br>
> a research group. But as a Sugar Labs Project Manager, I would be very<br>
> interested in following your research, and suggesting some research<br>
> directions."<br>
><br>
> Janissa: ?I would love to get any suggestions you or others have. ?I'm<br>
> completely new to this role and am feeling my way as I go, so any help is<br>
> greatly appreciated.<br>
<br>
I know some people we should talk to. I'll ask some of them<br>
individually. To begin with, we should talk to the Sugar Labs<br>
It's-An-Education-Project mailing list. I have copied them on this.<br>
<br>
--<br>
Edward Mokurai (??/???????????????/????????????? ?) Cherlin<br>
Silent Thunder is my name, and Children are my nation.<br>
The Cosmos is my dwelling place, the Truth my destination.<br>
<a href="http://www.earthtreasury.org/" target="_blank">http://www.earthtreasury.org/</a><br>
<br>
<br>
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<br>
<br>
End of Research Digest, Vol 16, Issue 1<br>
***************************************<br>
</blockquote></div><br>