[Its.an.education.project] Ivan's latest blog entry on OLPC

[Christoph Derndorfer]

info at olpc-peru.info schrieb:
> --- snip ---
> Now the ball is the hands of us: Peruvians.  I can, from a technical 
> point of view, develop
> the next:
> a) Alternative energy source.
> b) "Sneaker net" for internet access.
> c) Content for our children.
>
> The problem is that I don't have time.  So I am speaking with some 
> universities that
> can help me (help us) with these issues.  I know what I will get: 
> negative support from
> some people that think that these OLPC/XO project must be develop by 
> just one
> university.  That is normal behavior.  And I will find a way to deal 
> with it.
>
> --- snip ---

This is another question I have for you Javier: How far (if at all) have 
the Peruvian universities been involved in these efforts, especially 
when it comes to coming up with software and content to be used in the 
deployment?

I know that the FOSS coding community in Peru is relatively small 
(especially compared to South American heavy-weights such as Brazil) but 
I imagine there must be at least a couple of highly skilled and 
motivated coders out there who want to contribute to making OLPC happen 
in their country. Equally I image there must be some great educators 
there who would be willing and able to contribute when it comes to 
actual content and educational methods?

Even back home in Austria, where we're a million miles away from the 
actual deployments, there have been efforts and highly motivated student 
groups at 4 or 5 universities who are working on cool projects, coming 
up with ideas for interactive contents, writing games, etc. I image 
actually being in a country that deploys XOs on a grand scale should 
make it easier to find those kinds of people.

On a closely related note: It is my understanding that the XOs deployed 
in Peru these days come with a collection of 100 or so pre-installed 
books. Is there any other localized contents or software that's 
particular to the Peruvian deployment or any activities that have been 
developed in Peru based on feedback from say the pilot in Arahuay?

Thanks,
Christoph


>
> Javier Rodriguez
> Lima, Peru
>
>
>
>
>
> Walter Bender wrote:
>> Javier,
>>
>>   
>>> I doubt that the Ministry of Education (or anyone) will evaluate the impact
>>> of the current deployment.  Not in a technical way.
>>> Why? Because I think they will be more than happy to say to the media that
>>> "240,000 laptops" have been bought by the goverment for the poor children in
>>> Peru.  Photos, newspapers, and that will be all.  Develop a study to measure
>>> the impact cost money, and can bring some "not so good news".. it is a
>>> possibility.  I don't think that is the job of a "normal politician".
>>>     
>>
>> Maybe being an outsider I have been mislead as well, but I found the
>> people that I have been working with at the ministry of education in
>> Peru and the teachers I have met and worked with to be anything but
>> political hacks. They are dedicated to improving the lives of the
>> children of Peru and are putting in an extraordinary effort. The fact
>> that I am bombarded with questions about how to do things better
>> suggests that they are interested in more than just phot
>> opportunities. The fact that they are first targetting the most needy
>> children is a sign that they are willing to take risks to help those
>> most in need.
>>
>>   
>>> And.. just to start to speak in a right way: you need to establish a "BASE
>>> LINE".. before you do any deployment, before you do any training, before you
>>> develop any pilot, before you move one pencil or speak one word in front of
>>> the general audience.  No base line? Then you can do anything and say that
>>> it was a success.
>>>     
>>
>> I don't know the details of the baseline, but surely there are some
>> statistics about the current state of learning in Peru--indeed, you
>> yourself cite one statistic: the current ill state of preparation of
>> teachers in the country. One of the reasons for chosing a
>> Constructionist approach is exactly to move the undertrained,
>> underprepared teacher into a new role where he/she can be of more
>> utility to the children.
>>
>>   
>>> Here we can see that some people has think that this XO +
>>> Construccionism + Open Source + Sugar + Linux +... (many other ingredients)
>>> is the good formula to help the poorest children.  Knowing poverty from
>>> first hand, and seeing how my own different groups of people (north, south,
>>> center people) is not the same, don't behave the same, don't think the same,
>>> don't need the same... then I wonder how the method to introduce this
>>> "SOLUTION" is just one.
>>>     
>>
>> I am not sure that the forumla you cite is so proscriptive as you
>> suggest. In fact, the whole point is that it is not proscriptive--it
>> is a methodology of adapting to the authentic needs of the learner. So
>> in this case it is a wise choice, a rational compromise.
>>
>>   
>>> I think there was a lack of accurate map.
>>>     
>>
>> Accurate to what measure? There is certainly knowledge as to where
>> every school is--and you yourself tel us that every village is known.
>>
>>   
>>> Don't take me wrong: those XOs will be useful.  Oh yes! But the intended
>>> goals (of the OLPC) has been "wounded" because we have put "the wagon in
>>> front of the mules".
>>>     
>>
>> I don't suggest that things cannot be done better; this is new and
>> Peru is taking some risks. But they know they will learn and iterate
>> on the process to improve it. And remember, the riskiest path is the
>> status quo that we know if failing children. The fact that we can even
>> have this discuss about Peru is a testament to Oscar and his team.
>>
>> -walter
>>
>>
>>   
>