a two pages guide for Etoys4

I have updated a two pages guide for Etoys 4 in French.

http://squeak.ofset.org/guide-etoys.odg
http://squeak.ofset.org/guide-etoys.pdf

OpenOffice Draw source document can be used for translation.

Hilaire

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Hilaire Fernandes wrote:
> I have updated a two pages guide for Etoys 4 in French.
>
> http://squeak.ofset.org/guide-etoys.odg
> http://squeak.ofset.org/guide-etoys.pdf
>  
Ah, you revised the Quick Guide, great! I will try the translation, but
my French isn't very good. An english version would be most helpful ... :)

Greetings,
Rita

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2009/8/24 Rita Freudenberg <[hidden email]>:
Yes, I guess so.
But I am runnng out of time for an English version, so I let this to a
native English speaking person.
In the mean time, you can copy & paste the text frame content in
Google translation doc to translate in German.

Hilaire



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On Monday 24 Aug 2009 10:57:36 pm Hilaire Fernandes wrote:
> Yes, I guess so.
> But I am runnng out of time for an English version, so I let this to a
> native English speaking person.
Attached is a draft translation. The graphics are still in french :-(.

Hope it helps .. Subbu


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On 25.08.2009, at 19:44, K. K. Subramaniam wrote:

I'd rather not call this "Quick Guide" as we have been referring to  
the in-image help as "quick guides".

This used to be called the "Quickstart Guide". Apparently we lost it  
with the website redesign. I found an old copy on the Japanese home  
page:

http://squeakland.jp/pdf/Squeak_QSG_8.5x11.pdf

Looking through the new one I wonder if we shouldn't still improve the  
tool bar before releasing and documenting the new interface.

For example, the new project name field isn't really useful, and takes  
up quite some space. I'd just remove it, as in our previous release.

And the save and load icons are only recognizable to OLPC / Sugar  
users. Maybe someone has a better idea?

- Bert -

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On Wednesday 26 Aug 2009 12:10:43 am Bert Freudenberg wrote:
> I'd rather not call this "Quick Guide" as we have been referring to  
> the in-image help as "quick guides".
Done. The images are still in French. I tried grabbing images from my copy but
the images come out slightly smaller and scaling affects the quality.

Hilare, could you add in the images with English text?


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I will try to catch on the French translation of Etoys first.

I did my first lesson with Etoys this morning. The kids were playing
like crazy with the welcome introductory car project.

Hilaire

2009/8/26 K. K. Subramaniam <[hidden email]>:


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On 26.08.2009, at 21:41, Hilaire Fernandes wrote:
>
> I did my first lesson with Etoys this morning. The kids were playing
> like crazy with the welcome introductory car project.
>
> Hilaire


Is that good or bad?

- Bert -


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On Thursday 27 Aug 2009 1:33:12 am Bert Freudenberg wrote:
> > I did my first lesson with Etoys this morning. The kids were playing
> > like crazy with the welcome introductory car project.
> >
> > Hilaire
>
> Is that good or bad?
Good question. The first impression that kids get is that of an entertaining
toy. They don't connect the car with 'me' (self) or any other sentient being.

I think the bug used in Hilaire guide is a better starter. It is a small
sentient being and most children would see a bug from the top, so they could
relate to it easily.

Subbu

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2009/8/26 Bert Freudenberg <[hidden email]>:
They play with the script value without exactly understanding it is such.
The good is they can change the script.
The bad was when they changed the silence value to some sound.
But well at least they can feel they have power over the car.

I am not sure car vs bug was an issue.

Hilaire

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On Thursday 27 Aug 2009 9:31:32 pm Hilaire Fernandes wrote:
> I am not sure car vs bug was an issue.
Hilare,

The "car" is not meant to be used in isolation but is part of a sequence of
learning activities starting with experiencing Magnitude and Angles through
bodily movements and then trying to develop on these ideas through an
intermediate object. The 'car' object is natural for children in developed
world. Children in cultures who see a car (if at all) only at a distance may
not relate to it as a personal transitional object.

See the the initial part of:

  http://www.youtube.com/watch?v=BTd3N5Oj2jk
----/begin
Papert [1:37] : The essential point about the turtle is its role as a
transitional object. That is, transitional between the body, self and the
abstract mathematical ideas. The turtle, you can identify with it. You can
move your body in order to guess how you can command the turtle. So it is
related to you, your body, your movement and it is also related to
mathematical ideas."
-------
Teacher [4:13]: The great thing is it provides a mathematical environment for
the children. While the children are working around the turtle, if you listen
to what they are talking about, it's all mathematical. Verbalization in
Mathematics is very important and I think that half of the problems with
Mathematical teaching is that students don't communicate mathematically, talk
about mathematics and experience mathematical problems...
---/end

Subbu
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I am a lurker on this listserv, am not an educator nor have I even
gotten very far in exploring squeak/etoys

I have in the past, though, been intrigued by the discussions and
want to say that I found this recent posting with transcription of
the video commentary very valuable.  Thank you very much for taking
the time to send that out to the group.

appreciatively,
Ken

At 09:38 AM 8/27/2009, K. K. Subramaniam wrote:
>On Thursday 27 Aug 2009 9:31:32 pm Hilaire Fernandes wrote:
> > I am not sure car vs bug was an issue.
>
>The "car" is not meant to be used in isolation but [...] a personal
>transitional object.
>
>See the the initial part of:  http://www.youtube.com/watch?v=BTd3N5Oj2jk

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2009/8/27 K. K. Subramaniam <[hidden email]>:

> world. Children in cultures who see a car (if at all) only at a distance may
> not relate to it as a personal transitional object.

Right.
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