[IAEP] Forming, Storming, Norming, Performing

[Sebastian Silva]

I couldn't resist a short comment.
Since this perspiration quote is going on past a healthy limit,
perhaps its good to remember its author, Thomas Edison, whom I hardly
consider a role model.

His assistant, young Nicola Tesla, offered a reply:
"If Edison had a needle to find in a haystack, he would proceed at
once with the diligence of the bee to examine straw after straw until
he found the object of his search. I was a sorry witness of such
doings, knowing that a little theory and calculation would have saved
him ninety percent of his labor."

It's important to code, but its important to have a vision too.
So please don't mind us advocating for the vast open sea!

Sebastian
Back to action.

http://www.creativecreativity.com/2007/10/tesla-and-ediso.html

2009/1/20 David Farning <dfarning at sugarlabs.org>:
> 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
>>> _______________________________________________
>>> IAEP -- It's An Education Project (not a laptop project!)
>>> IAEP at lists.sugarlabs.org
>>> http://lists.sugarlabs.org/listinfo/iaep
>>
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-- 
Sebastian Silva
Laboratorios FuenteLibre
http://blog.sebastiansilva.com/