[IAEP] Forming, Storming, Norming, Performing

[Tomeu Vizoso]

I cannot understand yet how it could be thought that the only way of
participating in Sugar is by coding. Can someone do a summary of how
we arrived to this misunderstandment?

Every day that passes, we have several very useful contributions that
aren't in form of code, and I think everybody around here is quite
thankful of those efforts.

Am I wrong?

Thanks,

Tomeu

On Wed, Jan 21, 2009 at 08:55, Costello, Rob R
<Costello.Rob.R at edumail.vic.gov.au> wrote:
> As it happens I did a presentation this morning on various widgets /
> code samples / ideas I've written over the years for educational maths
> learning
>
> Some of it is in flash, some is other code which is even less compatible
> with linux, coding behind spreadsheets, some touched on Scratch, Logo,
> e-toys, Alice
>
> Ironically enough, in this company [which reaches 3000 schools] - day 2
> on the job- I know they want concepts more than direct coding efforts -
> they have enough dedicated programmers to flesh it out - working out
> coherent concepts and direction is more what is needed
>
> Re IAEP i'm not about to go and master linux so if coding there is the
> only credible thing then i'm out of here
>
> I'd hoped to do more testing at least - but I've not been able to broach
> the issue while my '99% perspiration' quotient is already consumed so no
> loss to anyone there
>
> Thanks to others for the conversations on maths and learning though
>
>
>> -----Original Message-----
>> From: iaep-bounces at lists.sugarlabs.org [mailto:iaep-
>> bounces at lists.sugarlabs.org] On Behalf Of David Farning
>> Sent: Wednesday, 21 January 2009 3:58 AM
>> To: Costello, Rob R
>> Cc: iaep
>> Subject: Re: [IAEP] Forming, Storming, Norming, Performing
>>
>> 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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>> >> IAEP at lists.sugarlabs.org
>> >> http://lists.sugarlabs.org/listinfo/iaep
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