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Re: [school-discuss] my puzzle about OSS in education


For all this discussion, I haven't seen much about the pedagogical
design of FOSS learning systems, for example, TuxType or TuxMath.
Meaningful pedagogical models are built from solid research; one
example is FastMath from Tom Snyder productions [No, I'm no
affiliated]. To be effective, research on learning and learning
through computer-based interventions MUST be applied to FOSS
development as an integral part of the development cycle.

So while at the moment the discussion centers mainly on the
cost-effectiveness of FOSS solutions, it could easily move into the
effectiveness & efficacy debate quickly with a strong research-based
software design that experienced classroom adoption. Likewise, it
isn't that "computer software" can teach, but how it requires one to
think that helps to teach and train.


--dave crusoe / HGSE TIE '05

On 6/3/05, Sydney Weidman <weidmans@xxxxxxx> wrote:
> On Thu, 2005-06-02 at 15:32, Greg Farrell wrote:
> > Thanks No One.  I'm compiling a report for all the
> > schools in my province on OSS options for them.  Each
> > district and school is set up differently, and each
> > will try a different application to introduce
> > themselves to OSS, I'm sure.
> >
> > Being able to include information like this will help
> > schools know beforehand where limitations may exist
> > and keep them from getting bad impressions where it
> > could be avoided.
> >
> > Any information of this kind will help our schools
> > make the best choices for a switch to OSS.  I've been
> > trying to find real examples of OSS effects on
> > learning content value for the schools that have
> > implemented OSS because I know this question is at the
> > forefront of the discussion for many of the schools
> > here.  So any statistical or anecdotal measure like
> > the one you've provided helps me a lot.
> >
> > Greg Farrell
> I don't direct this at you in particular, but I find it amazing that
> educators nearly broke the school doors down getting technology into
> classrooms without doing a lot of number crunching. (The numbers are now
> starting to show that there may be no positive effect on achievement).
> But when you suggest using something that promotes sharing over
> something that forbids it, everyone wants proof of its effectiveness.
> Free Software is such that if we want it to be effective, we need only
> pool our resources and make it so. We don't have to be passive
> consumers, allowing ourselves to be bullied into believing that things
> will never change.
> Regards,
> Syd