Edward,<br><br>Sure thing. The citation for the dissertation would be:<br>Ardito, G. (2010). The shape of
disruption: xo laptops in the fifth grade classroom (Doctoral
dissertation). Available from Pace University.<br><br>I hope my work will be of some service to your projects. Please let me know if there is anything else I can do.<br><br>Best,<br>Gerald<br><br><div class="gmail_quote">
On Mon, Sep 27, 2010 at 8:27 PM, Edward Cherlin <span dir="ltr"><<a href="mailto:echerlin@gmail.com">echerlin@gmail.com</a>></span> wrote:<br><blockquote class="gmail_quote" style="margin: 0pt 0pt 0pt 0.8ex; border-left: 1px solid rgb(204, 204, 204); padding-left: 1ex;">
Can we add your dissertation to the Bibliography?<br>
<div class="im"><br>
On Mon, Sep 27, 2010 at 19:31, Dr. Gerald Ardito<br>
<<a href="mailto:gerald.ardito@gmail.com">gerald.ardito@gmail.com</a>> wrote:<br>
> Alan,<br>
><br>
> First, I just want to clarify that I meant "challenged" in a positive way.<br>
> The 5th graders dove into Etoys first through painting, and then through<br>
> scripting. However, I agree with what you say about artifacts of a<br>
> pedagogical approach. We saw this, too.<br>
><br>
> Our learning situation involved 4-6 student "experts" with whom I spent time<br>
> showing them the key elements of Etoys needed to begin the project. Then,<br>
> when we introduced this project to larger class, these "experts" were free<br>
> to move around the room helping other students.<br>
<br>
</div>This is excellent information. I need to see how to integrate what you<br>
have found with my work on Discovery and The Undiscoverable. My notion<br>
had been to work out the constraints between Sugar features, and then<br>
a sequence of topics that would allow teachers to introduce one or two<br>
features per lesson. Your work may allow us to speed up the process<br>
considerably.<br>
<div><div></div><div class="h5"><br>
> We found this model to be a good one for generating a very productive<br>
> classroom environment with the XOs (in fact, it was the topic of my<br>
> dissertation which I completed last May). However, I wished we had spent<br>
> more time with the scripting piece. We had not developed those skills<br>
> enough.<br>
><br>
> Thanks.<br>
> Gerald<br>
><br>
> On Mon, Sep 27, 2010 at 7:10 PM, Alan Kay <<a href="mailto:alan.nemo@yahoo.com">alan.nemo@yahoo.com</a>> wrote:<br>
>><br>
>> I'd be curious to hear what the process is with the 5th graders. These<br>
>> were our main subjects. We worked only through regular classroom teachers<br>
>> (who had been carefully coached). You will not see any "challenged" 5th<br>
>> graders if you use a one on one session with them for about 20-30 minutes.<br>
>> The best way to do this is to teach a few this way, and then use "a<br>
>> spreading wave" of one on ones. We found that this was much better with both<br>
>> children and adults than to try to teach all of them in mass.<br>
>><br>
>> So you might be seeing artifacts of pedagogical approach here (and a lot<br>
>> of "challenged" students result from such artifacts).<br>
>><br>
>> Cheers,<br>
>><br>
>> Alan<br>
>><br>
>> ________________________________<br>
>> From: Dr. Gerald Ardito <<a href="mailto:gerald.ardito@gmail.com">gerald.ardito@gmail.com</a>><br>
>> To: Caroline Meeks <<a href="mailto:caroline@solutiongrove.com">caroline@solutiongrove.com</a>><br>
>> Cc: Cherry Withers <<a href="mailto:cwithers@ekindling.org">cwithers@ekindling.org</a>>; <a href="mailto:danielgastelu@yahoo.com.ar">danielgastelu@yahoo.com.ar</a>;<br>
>> Tim McNamara <<a href="mailto:paperless@timmcnamara.co.nz">paperless@timmcnamara.co.nz</a>>; Steve Thomas<br>
>> <<a href="mailto:stevesargon@gmail.com">stevesargon@gmail.com</a>>; iaep <<a href="mailto:iaep@lists.sugarlabs.org">iaep@lists.sugarlabs.org</a>><br>
>> Sent: Mon, September 27, 2010 2:29:57 PM<br>
>> Subject: Re: [IAEP] Etoys, is it difficult or easy?<br>
>><br>
>> Caroline,<br>
>><br>
>> You are remembering well. And I agree with your hypothesis.<br>
>><br>
>> The 5th graders took pretty well to Etoys. It is the drawing piece that<br>
>> hooks them, and then the scripting part that really challenges them. And the<br>
>> 7th and 8th graders love Scratch. It is interesting to me because they also<br>
>> do plenty of "painting" of sprites and backgrounds, but something about the<br>
>> bricks seems to match their thinking process.<br>
>><br>
>> I am getting ready to introduce my current 7th grade classes to Scratch<br>
>> and am looking forward to that.<br>
>><br>
>> Thanks.<br>
>> Gerald<br>
>><br>
>> On Mon, Sep 27, 2010 at 12:21 PM, Caroline Meeks<br>
>> <<a href="mailto:caroline@solutiongrove.com">caroline@solutiongrove.com</a>> wrote:<br>
>>><br>
>>> Gerald did some interesting work last year introducing both Scratch and<br>
>>> eToys to 5th and 8th graders.<br>
>>> Gerald please correct me if I am misremembering.<br>
>>> I think the results were the 8th graders took to Scratch more and the 5th<br>
>>> graders took to eToys more.<br>
>>> Our hypothesis is that the first thing you do with eToys in draw and that<br>
>>> is very accessible to 5th graders. They can engage with the system before<br>
>>> they have to start understanding programming.<br>
>>> On the other hand 8th graders were directly ready to engage with<br>
>>> programming and had a easier/faster time picking that up with Scratch.<br>
>>> This is very much a hypothesis, not proven and not based on much data but<br>
>>> it would be interesting to explore further.<br>
>>><br>
>>> On Sun, Sep 26, 2010 at 12:22 AM, Edward Cherlin <<a href="mailto:echerlin@gmail.com">echerlin@gmail.com</a>><br>
>>> wrote:<br>
>>>><br>
>>>> OK, I'll send it to you separately. Anybody else is still welcome to<br>
>>>> join in.<br>
>>>><br>
>>>> On Sat, Sep 25, 2010 at 20:47, Steve Thomas <<a href="mailto:stevesargon@gmail.com">stevesargon@gmail.com</a>><br>
>>>> wrote:<br>
>>>> > Edward,<br>
>>>> > Thanks, please send me the outline and what you think needs to be more<br>
>>>> > "easily discoverable" and I will work on it.<br>
>>>> > Stephen<br>
>>>> ><br>
>>>> > On Sat, Sep 25, 2010 at 6:06 PM, Edward Cherlin <<a href="mailto:echerlin@gmail.com">echerlin@gmail.com</a>><br>
>>>> > wrote:<br>
>>>> >><br>
>>>> >> It is true that you can do all of these things in EToys, if you know<br>
>>>> >> where to start. It is also true that the start screen of EToys could<br>
>>>> >> be improved by providing a path to each of them, and to other<br>
>>>> >> education modules, and Etoys could be improved with a few more<br>
>>>> >> introductory modules.<br>
>>>> >><br>
>>>> >> Since children and untrained teachers cannot be expected to discover<br>
>>>> >> these paths, and paths in other Activities, on their own, I am in the<br>
>>>> >> middle of writing a guide to Discovery on the XO. The starting point<br>
>>>> >> is my Wiki page,<br>
>>>> >><br>
>>>> >> <a href="http://wiki.sugarlabs.org/go/The_Undiscoverable" target="_blank">http://wiki.sugarlabs.org/go/The_Undiscoverable</a><br>
>>>> >><br>
>>>> >> <a href="http://wiki.sugarlabs.org/go/Sugar_on_a_Stick" target="_blank">http://wiki.sugarlabs.org/go/Sugar_on_a_Stick</a><br>
>>>> >> The undiscoverable is an unofficial FAQ for tips, tricks, and<br>
>>>> >> solutions to common problems that may otherwise be tricky to find.<br>
>>>> >> These are being considered for inclusion in the official SoaS<br>
>>>> >> documentation.<br>
>>>> >><br>
>>>> >> The Etoys section needs vast expansion. I have an outline in mind,<br>
>>>> >> which I can share with anybody who would like to work on it.<br>
>>>> >><br>
>>>> >> On Fri, Sep 24, 2010 at 15:59, Tim McNamara<br>
>>>> >> <<a href="mailto:paperless@timmcnamara.co.nz">paperless@timmcnamara.co.nz</a>><br>
>>>> >> wrote:<br>
>>>> >> > The analogy doesn't quite fit, as it's possible to do complex<br>
>>>> >> > things in<br>
>>>> >> > all<br>
>>>> >> > of those tools and it's easy to do simple things in EToys. Each<br>
>>>> >> > Activity<br>
>>>> >> > can<br>
>>>> >> > be used in this learning model, e.g. training wheels to motorbike.<br>
>>>> >> ><br>
>>>> >> > Tim<br>
>>>> >> ><br>
>>>> >> > On 25 September 2010 05:48, Cherry Withers <<a href="mailto:cwithers@ekindling.org">cwithers@ekindling.org</a>><br>
>>>> >> > wrote:<br>
>>>> >> >><br>
>>>> >> >> And Scratch? ... don't remember where I read it, but it sounded<br>
>>>> >> >> logical<br>
>>>> >> >> to me.<br>
>>>> >> >> Use progressively difficult tools for progressively difficult<br>
>>>> >> >> tasks.<br>
>>>> >> >> To confirm this statement, I add the phrase: "Visible learning,<br>
>>>> >> >> invisible<br>
>>>> >> >> technology".<br>
>>>> >> >> Children would first learn TurtleArt.<br>
>>>> >> >> When they outgrow it switch to Scratch.<br>
>>>> >> >> When all its possibilities are exhausted, continue with eToys.<br>
>>>> >> ><br>
>>>> >> > _______________________________________________<br>
>>>> >> > IAEP -- It's An Education Project (not a laptop project!)<br>
>>>> >> > <a href="mailto:IAEP@lists.sugarlabs.org">IAEP@lists.sugarlabs.org</a><br>
>>>> >> > <a href="http://lists.sugarlabs.org/listinfo/iaep" target="_blank">http://lists.sugarlabs.org/listinfo/iaep</a><br>
>>>> >> ><br>
>>>> >><br>
>>>> >><br>
>>>> >><br>
>>>> >> --<br>
>>>> >> Edward Mokurai (默雷/धर्ममेघशब्दगर्ज/دھرممیگھشبدگر ج) Cherlin<br>
>>>> >> Silent Thunder is my name, and Children are my nation.<br>
>>>> >> The Cosmos is my dwelling place, the Truth my destination.<br>
>>>> >> <a href="http://www.earthtreasury.org/" target="_blank">http://www.earthtreasury.org/</a><br>
>>>> >> _______________________________________________<br>
>>>> >> IAEP -- It's An Education Project (not a laptop project!)<br>
>>>> >> <a href="mailto:IAEP@lists.sugarlabs.org">IAEP@lists.sugarlabs.org</a><br>
>>>> >> <a href="http://lists.sugarlabs.org/listinfo/iaep" target="_blank">http://lists.sugarlabs.org/listinfo/iaep</a><br>
>>>> ><br>
>>>><br>
>>>><br>
>>>><br>
>>>> --<br>
>>>> Edward Mokurai (默雷/धर्ममेघशब्दगर्ज/دھرممیگھشبدگر ج) Cherlin<br>
>>>> Silent Thunder is my name, and Children are my nation.<br>
>>>> The Cosmos is my dwelling place, the Truth my destination.<br>
>>>> <a href="http://www.earthtreasury.org/" target="_blank">http://www.earthtreasury.org/</a><br>
>>>> _______________________________________________<br>
>>>> IAEP -- It's An Education Project (not a laptop project!)<br>
>>>> <a href="mailto:IAEP@lists.sugarlabs.org">IAEP@lists.sugarlabs.org</a><br>
>>>> <a href="http://lists.sugarlabs.org/listinfo/iaep" target="_blank">http://lists.sugarlabs.org/listinfo/iaep</a><br>
>>><br>
>>><br>
>>> --<br>
>>> Caroline Meeks<br>
>>> Solution Grove<br>
>>> Caroline@SolutionGrove.com<br>
>>><br>
>>> 617-500-3488 - Office<br>
>>> 505-213-3268 - Fax<br>
>><br>
>><br>
><br>
><br>
> _______________________________________________<br>
> IAEP -- It's An Education Project (not a laptop project!)<br>
> <a href="mailto:IAEP@lists.sugarlabs.org">IAEP@lists.sugarlabs.org</a><br>
> <a href="http://lists.sugarlabs.org/listinfo/iaep" target="_blank">http://lists.sugarlabs.org/listinfo/iaep</a><br>
><br>
<br>
<br>
<br>
--<br>
Edward Mokurai (默雷/धर्ममेघशब्दगर्ज/دھرممیگھشبدگر ج) Cherlin<br>
Silent Thunder is my name, and Children are my nation.<br>
The Cosmos is my dwelling place, the Truth my destination.<br>
<a href="http://www.earthtreasury.org/" target="_blank">http://www.earthtreasury.org/</a><br>
</div></div></blockquote></div><br>