[IAEP] Forming, Storming, Norming, Performing

Costello, Rob R Costello.Rob.R at edumail.vic.gov.au
Sun Jan 18 02:12:51 EST 2009

I see there are 6 descriptors on the getting involved page

Only one of them seems primarily about 'working code' - which I doubt
that many educators have contributed to. Just interested discussion and
practical experience. 

Personally, I hope to get into this more fully, this year, now my work
has hopefully down-shifted a gear, intensity wise,  (ironically taking
me out of the classroom where I was always hoping to trial it, and into
development of educational maths software)

Yes, I can see that without the technical systems up and working there
is no project ...so its necessary, but not sufficient, to just build it

consider the popularity of this immensely impractical advice

engaging teachers and getting traction in schools will continue to be a
critical challenge, I think. It's the same reason that the Dynabook
vision isn't yet realised - this is as much a cultural as a technical

I've already learnt a lot here thrashing out some ideas with some here

Pity to douse that cause it not solid coding - frustrating as that may
be for the solid coders

But if being a python developer or linux administrator is the main game
or acid test of commitment, it seems to that the 'education project' is
not really acknowledging the diversity of all 6 types ...which is not so
good for 'group work'

I'm encouraged I guess, that Papert et al seem at times almost
indulgently philosophical on the challenges of using new systems and the
inertia of schooling, as well as no doubt also being technical gurus -
seems the big ideas are needed as well as the practical implementation 



> -----Original Message-----
> From: iaep-bounces at lists.sugarlabs.org [mailto:iaep-
> bounces at lists.sugarlabs.org] On Behalf Of David Farning
> Sent: Sunday, 18 January 2009 6:01 AM
> To: iaep
> Subject: [IAEP] Forming, Storming, Norming, Performing
> In survey after survey, when schools ask employers what skills their
> graduates are lacking 'working in groups' is always near the top of
> the list.
> It has always struck me as odd that, after more than 20 years of
> individual student work, a three credit class in group dynamics is
> expected to fill that role.
> One on the most prevalent models for studying group dynamics is
> Forming, Storming, Norming, Performing.  While the model is not able
> to  perfectly represent Sugar Labs, it is still worth studying.
> Forming - The group comes together.  Members have different
> expectations.  Goals are not yet clearly defined.  In open source
> terminology, participants are trying to figure out how to scratch
> their itch. Some people may find that contributing to Sugar Labs
> scratches their personal itch.  Some may not.
> Storming - Because of the differing expectations and poorly defined
> goals, conflict arises.  This conflict was present at the November
> SugarCamp.  Rather than Rub salt in old wounds, I will ask you to
> reexamine the events leading up to, the discussions at, and the blame
> following SugarCamp.  We must acknowledge that the storming is
> uncomfortable for many people.
> Norming - As XOCamp wraps up, we are transitioning into the norming
> phase.  We have established some high level goals and have set some
> expectations for behavior within the project.  The most important of
> these behaviors will be the notion of 'Show me the code', or 'Patches
> welcome.'
> Performing -  Once we have firmly established a respect for working
> code, which we can then improve, rather then grand ideas, we will be
> well along the way towards being a productive community.
> thanks
> david
> _______________________________________________
> IAEP -- It's An Education Project (not a laptop project!)
> IAEP at lists.sugarlabs.org
> http://lists.sugarlabs.org/listinfo/iaep

Important - This email and any attachments may be confidential. If received in error, please contact us and delete all copies. Before opening or using attachments check them for viruses and defects. Regardless of any loss, damage or consequence, whether caused by the negligence of the sender or not, resulting directly or indirectly from the use of any attached files our liability is limited to resupplying any affected attachments. Any representations or opinions expressed are those of the individual sender, and not necessarily those of the Department of Education and Early Childhood Development.

More information about the IAEP mailing list