[IAEP] Forming, Storming, Norming, Performing

[David Farning]

Rob,

Genius is one percent inspiration and ninety-nine percent perspiration.

Great accomplishments depend not so much on ingenuity as on hard work.

Working code attracts people who want to code.

Show me the code.

Is there a similar expression in the domain of education?

FWIW, I am neither a programmer nor an educator.  I just find the
intersection between education and technology full of untapped
potential.

david

On Mon, Jan 19, 2009 at 1:12 AM, Costello, Rob R
<Costello.Rob.R at edumail.vic.gov.au> wrote:
> 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
> http://google.decenturl.com/shipbuilding
>
> 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
> challenge.
>
> 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
>
> Cheers
>
> Rob
>
>
>
>
>> -----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
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