OLPC Oceania, PNG Teacher Training by OLPC Oceania

OLPC Teacher Training PNG, April 2012 Trainerâ&#x20AC;&#x2122;s Report David Leeming, Leeming International Consulting for the PNG Sustainable Development Program Ltd

OLPC Oceania Technical Working Group

OLPC Teacher Training, PNG, April 2012 Trainerâ&#x20AC;&#x2122;s Report David Leeming, Leeming International Consulting for PNG Sustainable Development Program Ltd

David Leeming 2012. Published under a Creative Commons Licence: Attribution-NonCommercial-ShareAlike More Info: http://creativecommons.org/licenses/by-nc-sa/3.0/ OLPC Oceania is a non-profit, multi-stakeholder partnership linking country-driven programmes to region-wide technical assistance. OLPC Oceania is a coalition of governments, donors, civil society, academic institutions, educators, and volunteers all working together to provide technical assistance to Pacific countries to establish 1-to-1 computing in schools as a sustainable reality. Find out more: oceania@laptop.org or visit:

http://olpcoceania.blogspot.com

Contents Summary .........................................................................................................................................................4 Resources required .........................................................................................................................................4 General Outcomes ..........................................................................................................................................4 Strategies and Recommendations ..................................................................................................................5 Training Schedule ............................................................................................................................................9 Training Plan – Additional Information .........................................................................................................13 Workshop 1: Jim Taylor School, Kisap...........................................................................................................13 General Outcomes: ...................................................................................................................................13 Participants ...............................................................................................................................................15 Training coverage ...................................................................................................................................... 15 Workshop 2: Okasapmin (Held at oksapminHigh School) ............................................................................18 General Outcomes: ...................................................................................................................................18 Gallery .......................................................................................................................................................21 Participants ...............................................................................................................................................22 Workshop 3: North Fly Schools – Callan Services, Kiunga ............................................................................23 Gallery .......................................................................................................................................................36 Participants evaluation of training: ...........................................................................................................37 General comments ....................................................................................................................................39 Callen Services Training - Kiunga WP, 23 April - 25 April 2012 .................................................................40 Annex 1 :Training Plan – Additional Information ..........................................................................................41 Day 1..........................................................................................................................................................41 Day 2..........................................................................................................................................................42 Day 3..........................................................................................................................................................44 Hardware advice .......................................................................................................................................45 What you need .......................................................................................................................................... 46 Installing ....................................................................................................................................................47 Moodle configuration for XS .........................................................................................................................50 Logging on without registering / as admin user .......................................................................................50 Adding student and teacher XOs to Moodle.................................................................................................52 Other minor customizations and advice .......................................................................................................55 SSH Logon ..................................................................................................................................................55 Cloning the XS ...............................................................................................................................................55

Summary Training was given to a total of 52 teachers in 12 schools in three provinces; namely Kisap, Jiwaka Province, Oksapmin, Sandaun Province and North Fly, Western Province. Training dates, venues, and number of teachers trained were: • • •

Jim Taylor School, Kisap, 14 teachers trained, 2.5 equivalent full days, 10-14 April Tekin School, Oksapmin, 22 teachers trained, 2.5 equivalent full days 16-18 April Callan Services, Kiunga, 16 teachers trained, 3.5 equivalent full days, 23-25 April

This training was designed around the OLPC Australia Teacher Training framework, to empower teachers to self-learn using the main training resource, called the Manual, via the school server. It first prepares the teacher’s XO laptops so that they can play the multimedia in the Manual and gives teachers the required technical skills. It then gives teachers awareness of the overall scheme and takes them on a tour of the Manual contents, with plenty of practical exercises, so that they can continue their training after the workshop. This also provides significant server skills and appreciation of the contents available on the server. Training on XO Activities is included, especially for the teachers newer to the programme. Teachers then develop strategies to deal with the challenges of deployment, and to maximise the empowerment of students through the technology. The final section is designed to help teachers to focus on sound pedagogical practice linking classroom use of the technology to educational priorities and the curriculum through lesson planning. Trainees will then be well prepared to study the online XO-Cert qualification when opportunity arises. The training is designed for teachers in PNG who have limited Internet access

Resources required • • • • • •

Presenter slides and projector, and a laptop to project XO screens Two XOs with ClassroomBroadcaster and x11vnc installed Participants hand outs and Facilitators guide School server with the offline manual and videos USB sticks with the build 883 install files and multimedia codecs rpms Workshop stationeries (flip chard paper, pens, etc.)

General Outcomes These are the general outcomes from the training mission. These are discussed in more detail in each of the three workshop reports attached below. • • • • •

52 teachers trained to use the school servers and access the OLPC-AU training manual on the servers Introduction of the OLPC-AU XO-Certification framework, which can then move on to having selected teachers enrolled online, and any donor scheme linked to the certification The three groups of teachers in the three project areas brought together and with team building Improved focus on the project - a set of strategies agreed on, and roles identified and agreed Improved focus on educational impacts – empowering students and teachers

Improved curriculum linkages – XOs put into the context of the thematic (rich task) PNG primary school curriculum and lesson planning system • Improved communications (text and email networking) coordinated by nominated resource persons • Local support improved - BU confirming Simon Nimyon to be appointed Education Officer for Oksapmin with OLPC support role, and Catholic Education Authority announcing appointment of a Horizon 3000 volunteer with OLPC support role, and Kevin Joseph in his OLPC technical support role in N Fly. • Infrastructure checked and all systems updated and working, with roles set in Moodle (Kevin and Simon were trained to do basic Moodle roles administration). Simon trained to install the network switches at Tominiap and Mitikinap and enable multiple access points. • An evaluation of the Kiunga workshop by participants (page 30) revealed that all participants who responded agreed or strongly agreed that the intended outcomes of the workshop were achieved. The weakest area (9/13 responding “somewhat agree”) was in regard to being equipped with strategies to manage the deployment. Thus, that is where the local support is most needed. Setbacks and remaining infrastructure work:

•

• • •

•

On the last day, Yenkenai village was hit by lightning. Unfortunately it also hit the school and ran down the outdoor access point to burn out the server. Only the solar panel was found to be working. It is possible to move some eqt from Matkomnae to Yenkenai without affecting performance with their current number of laptops; thus only the server and the cables and power injector need replacing. This requires someone like Dudley. H/T Ruth Lunge was disappointed but is keen to start using the XOs without the server until it can be replaced. Kevin will move all the roof-mounted APs below the metal roof in the course of school visits. Finalbin school is using a PC as a school server. This is OK and may last for a good time, but it is advisable to replace with the dedicated small servers which are better able to run 24/7. At Tekin a replacement inverter was supplied. However, before the system can be moved to the High School office where the solar panels are mounted, a network cable needs to be routed from PS office. It was discovered that the sealed batteries that the Mt Hagen solar power company has been supplying, are in fact car batteries and unsuitable for deep cycle work. They may be OK if they are used only for the servers and access points, in which case a very low cycle depth will result. As they have extra batteries, three in parallel will further reduce cycle depth. However, they cannot be expected to last for a very long time. The above highlights the need to acquire some spares

Strategies and Recommendations One overall outcome of the series of training workshops is improved consensus on the priorities and strategies for a more sustainable continuing OLPC programme. The participants met and shared their views and developed some shared thinking on the way forward. Five strategy areas were identified and some practicable tasks or aims were listed. These are shown below, in a table with measurable outputs that the resource persons can try to achieve (Kevin Joseph in North Fly, Simon Nimyon in Oksapin and Steven Tela in Kisap). Important recommendation: A pilot project needs at some stage to be evaluated. In order for partners (such SMIT) to assess the pilot and make decisions on any extended roll out, an evaluation framework should be drawn up and then the project monitored over a period of time and lessons learned (i.e. a formative evaluation). The Solomon Islands evaluation framework (see the ACER evaluation report)is an example but we can be more or less ambitious. This needs to be agreed on by the education partners.

Draft strategy framework. This is really just the “raw” output of the workshops. It can be further refined. Intended results

Strategy components

Measurable Indicators

Project well coordinated

Coordination Strategy

• • • •

1. Communicate and share information (email group, text) 2. Kevin will be technical resource person 3. Form a committee and meet regularly 4. Schools should report via their committees to stakeholders 5. Teachers to keep daily journals/diaries 6. Programme partners draw up M&E framework 7. Monthly newsletters

• • • •

•

Project developing improved partnerships with the education authorities

•

Partnership Strategy • • •

•

Collaboration and cooperation Sharing information with various groups including PGA Bottom-up strategy - Make OLPC recommendations in SLIP reports - Apply for library subsidies for OLPC materials (electronic library) Top down strategy - Partners to explain/update NGoE - Point out policy linkages and needs (eg OLPC assisting with teachers ICT standards)

• • •

Resources and remarks

Schools with official Gmail addresses Number of teachers with email addresses Schools able to send and receive email Number and content of text broadcasts by Kevin using Frontline SMS Discussions and outcomes resulting from email and text networking Number of committee meetings and records/reports Number of teachers actively keeping OLPC dairies and the information they contain Evaluation framework created and evaluation period agreed and started with monitoring (see recommendation above) Number of newsletters created by Kevin, Simon and Steven

Schools need to purchase dongles. In Oksapmin, at present only Tomianap can connect reliably. Simon can now supplement text emails via HF with attached documents if need be.

Reports and newsletters circulated to PGA and NDoE, and also other education partners Recommendations made in SLIP reports Subsidies applied for, funds received Meeting or other communication with NDoE to update them and review opportunities to further align the pilot with their programmes and policies

Need to include the Evangelical Baptist education authorities who share the “ownership” of the Oksapmin schools, and also EBC (if different)

We can be aware when SLIP reports and subsidies are due and prompt the schools 6

Schools have the required skills capacities and support

• • • • •

Capacity building strategy • • • • • • • • • •

Teachers self-learn using training manual Partners to follow up on having some selected teachers enrolled on the online course Schools follow up by seeking funding (AUD 500) to support each online trainee Provide storage for XOs and other infrastructure needed at each school Schools encouraged to review their budgets and contribute (eg for Kevin’s travel needs etc) Identify local resource persons to train (local communities) Certificates provided after training Rural electrification Remaining infrastructure completed Lightning protection

• • • • • • • • •

Project continues sustainably

•

Sustainability Strategy 1. Coordinate regarding teacher retention/posting 2. Raise awareness and involve parents and community 3. Review and agree on policy for ownership and students access to XOs taking into account views of all. Up to each school to decide and get BOM to approve. 4. In the above, include review of teacher’s ownership of XOs when they get posted away. 5. Partners to support schools with community consultations (write letter to parents about XO ownership policy or announce publically at community meetings – i.e. at

• • • •

• 7

Moodle records of teachers accessing the server. Reports and replies from teachers to enquiries Reports from the committee about self training Meetings at the school to interview teachers Number of schools nominating teachers for the online course and providing funding Evidence of education authorities working with schools to provide the storage facilities Amount of budgeted contribution to cost of support person (expenses) and school OLPC costs Nominations of local champions SDP to provide training certificates signed by education authorities BU to pursue any means of improving rural electrification in Oksapmin Yenkenai server replaced and installed Network cable fitted and Tekin server located in HS office Finalbin server replaced with ebox type All omni antennas moved down from the roof to below metal roof line

We will need to assess the online training and identify any specific requirements in order to facilitate it. For instance, some schools will not have Internet access reliably or very slow access and we have to conduct it with more manual transfer of information etc.

Collaboration between the various persons involved in the posting of teachers. Database of teachers with OLPC training shared and updated. OLPC experience included in official teacher profiles/histories XO-Certification explained to PGA and NDoE Ownership policy (i.e. class or student ownership, allow taking home or not) agreed by school, after community consultation and approved by BOM SDP/Education Authorities having communicated the new policy to the parents and communities

CallanKiunga have a nice Usage policy

Need to affirm Kevin’s role with a work plan, agreed by his employer and to coordinate on the terms of reference for Horizon 3000 volunteer Valeria concerning OLPC project

XOs and servers used as they are intended to improve teaching and learning

launching etc) 6. Policies on laptop use agreed by schools 7. Projects officially launched with community support

•

Teaching and Learning strategy

•

1. To empower students we will:

• •

IN CLASS • • •

•

Try out simple lesson ideas Look for opportunities to use the XOs and server when referring to the teacher resource books Remember that successful and easier classroom management with the XOs will depend on the students becoming fluent Evaluate and write short report on all lessons using the technology with observations, learning/pedagogical advantages and problems/lessons learned Target priority areas (literacy, numeracy, information skills)

• • •

OUT OF CLASS • • • •

Community focused activities once a week (as per Rumginae’s regular community activities) can include OLPC Invite parents to help supervise XO sessions out of normal school hours Schools to develop own strategies to maximise the students access to the XOs To keep a record of all sessions when students use the laptops so that we can measure it

Laptop usage policy posted up in school classrooms and office Launching ceremonies held at remaining sites (Oksapmin, North Fly) Record/evidence of schools holding training sessions for students Range of subjects and learning objectives taught using the XOs Student training given during mission for launching ceremonies Number and content of lesson reports using the XOs Number of hours per week of children using the XOs (recorded in a log/dairy) broken down by grade Names of parents assisting

The resource persons need to continually encourage the schools and teachers, with regular communications, and to promote for reports and data.

Training Schedule DAY 1. At the end of the day, the teachers will understand the global context and the potential educational outcomes, understand that the training will show them how they can continue learning using the XO-Cert manual, understand the schedule, and be technically trained to use the school server and how to manage their XOs in order to use the XO-Manual via the school server. We should have identified some potential champions for special attention and some advanced teachers will have started to think about focused use in class. Session name

Activities

Learning outcomes

Methods, resources, remarks

0900-1000 Introduction

Overview of the OLPC mission

Teachers reminded of the global objectives and the potential of OLPC and the educational technology debate in general, in particular some real results measured by test scores, and softer impacts via teacher surveys. Affirmation of how that can be achieved in PNG. Team building for the teachers participating in the project. Teachers aware of the ongoing project roadmap and need to affirm changes in policies for laptop ownership.

• • • •

Some news from Au, Pacific and globally Evidence of educational impacts in Au and globally

Presenter uses demo server, teachers use the schools server One demo laptop with ClassroomBroadcast running for projector Show introductory slides Review handouts

Activity 1 – how can we achieve such results in PNG Activity 2 – training needs assessment and streaming of teachers Activity 3 – practical work

1000-1030 What we will learn

BREAK 1030

1045-1230 Preparing the laptops and server training

Objectives of this training Training schedule

Know how to

Overview of the OLPC training

• • • • • • • • • •

Updating laptops Server technical training

Lunch 1230-1330

Teachers aware of the training content and schedule. Chance for adjustment of schedule and streaming of teachers in groups to reflect special needs.

re-flash and configure My Settings register and re-register and when it is needed connect and check connection start Browse - new and resume start schoolserver page use home page trouble shoot server connection navigate the contents of the server check memory and delete from journal View videos (inc Khan Academy) and multimedia generally, from server or memory stick • Switch to/from to GNOME view • Connect and access server with GNOME

• Reinstalling and configuring XOs: Demonstrations and then hands on o Re-install the XOs using the pre-loaded memory sticks o Configure My Settings – demo using XO and projector o Teachers configure their XOs o Server connection: demo and practice connecting/disconnecting o Demo of accessing server home page without registering o Demo accessing the server using guestuser account + practice o Demo and practice: Register and de-register o Teachers make sure they can now all access server o Advanced teachers can try registering on demo server • Activity to explore server contents o Demo each content section and teachers browse o Facilitators watch for any difficulties, assist o Advanced question; what skills will students learn by browsing server • Installing Flash player and media codecs o Demonstrate videos, flash and mp3 with/without codecs installed, o Demo installing codecs o Demo the XO after installation / practice (instructions on board) o Look for champions to train + assist + become XO-Perts o Activity, view UNESCO 2008 and Khan videos and play mp3 music

Multimedia training 1330-1700

The GNOME GUI

Server, videos and mp3 and GNOME practice

Connecting to Internet with a dongle

o Try with flashdrive (with an mp3 music) o Check journal after playing – in Sugar – sort and delete, in GNOME • The GNOME desktop o Demo switching desktop and GNOME features + practice o Demo how to access server with guestuser account o Viewing videos and mp3 from GNOME o Exercises of differing difficulty which teachers can work through • Demo of using dongle to connect – teachers try out and if time create email accounts

• Print using GNOME Understand • • • •

Version numbers and implications That codecs are needed for video and mp3 What to do if SWF Flash is not installed Educational potentials for server use

DAY 2. At the end of the day, the teachers will be familiar with the XO-Cert training framework and understand be confident in using the XO-Cert Manual offline on the school server to continue learning. Some identified as champions will be interested in following up with the online course, and becoming certified. They will have practiced using example sections of the server and will have resolved any potential barriers or problems. Through the F2F training they will have acquired operating skills for selected XO Activities. Session name 0900-09.30 The OLPC Australia Teacher Training Programme 0930-1030 Overview of the Training Manual

Activities

Learning outcomes

Methods, resources, remarks

Today’s outcomes

Understand

Presentation

Introduce the XO-Cert

• • • • •

• • •

Overview Online Offline manual

the XO-Cert training framework the OLPC-AU training qualifications the three different ways to study the course content for different qualifications how to self-assess using the table of objectives

Understand Practice accessing manual

the contents of the manual how to use the manual some highlighted contents of each module

1045-1230 Using the Training Manual

Improved skills with selected activities XO Activities training

1330-1700 Focus on XO

Confidence in using the manual to learn about the XO Activities following the workshop

• slides and demos of the online and offline training • review handout Activity 3 – Practice accessing the Training Manual • Demo how to access using XO and schoolserver • Demo and explain the main menu sections • Demo how to play video, volume and screen size • Explain the Core Principles video is different (it has a bug) • Allow time for everyone to be familiar • Advanced users can start to go through objectives checklist Activity 4 – Guided tour of the Manual - Closer look at each module • For each menu section, o use facilitator guide to highlight main teaching points o give short exercises o then go over the Manual menu section, they browse to it o set comprehension/quiz questions on board/brown paper Activity 5 – Using the manual to learn how to use selected Activities • •

Work through one easy example on the projector Set task for trainees to work through second easy example

Activities using the Training Manual

• • •

Briefly introduce a few and allow them to work through Do a wrap up session by doing a more detailed example Demonstrate downloading activities and uploading to server or using USB stick Remind about checking journal for memory usage

• • (add here: list of activities to guide them through)

DAY 3. At the end of the day, the teachers will have become focused on the classroom practice using the XOs, and will have reviewed lesson plan ideas from Australia and developed some examples of their own. They will have prioritised the use of the laptops (probably for numeracy, literacy and information skills) and will have agreed on the revised ownership principle (probably with XOs retained at school unless special assignments set). They will understand the opportunity for teachers to do the online XO-Cert training and the chance to win 2 class sets of XOs. They will have agreed some rudimentary form of networking/reporting (with OLPC team), and be confident to return and continue self learning and to put the agreed deployment principle into place. They will have evaluated the training. Session name

Activities

0900-1100

Today’s outcomes

Deployment considerations

XO Activities continued

Learning outcomes

Today we look at deployment and Classroom Practice Understand

Reviewing the SDP programme and revising the deployment plans. How the laptops will be used and safeguarded

• •

1100-1500 Classroom practice

1500-1700

Methods, resources, remarks

Activities training continued

Planning for how the XOs and servers will be used in line with

•

The important issues of deployment The pros and cons of allowing laptops home or controlling them by class How to optimise the impacts whilst minimising the risks The need to sustain the programme even though full school saturation 1:1 programme is not yet achieved The 1School concept

Agreement on revised core principle regarding ownership and allowing laptops home, and teacher ownership rules.

Activity 6 - What does deployment mean to you? • Each table think of one key word for the deployment of XOs by teachers • View Seymour Papert video • With projector, review the manual Deployment Considerations section and highlight some issues • Highlight the areas to read • Bring up subject of whether the laptops go home and discuss • Should the XOs be allowed out of school? • Give then 10 minutes to read Deployment considerations, with comprehension questions on the board) • Then in groups: Under “allow XOs home” and “do not allow XOs home” what are the pros and cons (bullet point) and then what controls or procedures would you suggest to maximise the pros and minimise the cons • Groups present feedback ideas • Then show them the Australian school discussion – teachers then download and read the pdf – full group discussion • Summarise and highlight – ways of empowering students and maximising use of then XOs • Brainstorm what are other barriers (including power etc)

Evaluate and adhoc training

educational priorities

Wrapping up and understanding the ongoing programme and how to get help

• Discuss teacher ownership – XOs need to stay in the school • What is our recommendation for revising the programme?

Recommendations on Classroom Practice

Introduce the 1School concept, the opportunity to win 2 class sets of XOs and reinforce awareness of the benefits of certification for the teacher and for the school. Note down any consensus.

Give them a practical hour continuing on Activities training.

Activity 7 - Lesson planning • • • • • • • • •

DAY 3 continued

Whole group discussion: What are the educational priorities? Highlight literacy, numeracy and information skills Show them the lesson idea database and newsletter collection on the Manual. Review example in handout – newsletter Review example in manual – Lesson plan example CONTINUED NEXT PAGE In groups, review the example lesson plans and rate them, make comments and feedback Whole group : develop a template for PNG with appropriate curriculum linkages. Upload to the Teacher folders on server Using the priorities developed earlier assign groups to each topic and they develop some basic lesson plans with XOs If there is time, each group tests their lesson plan with the full group. Upload their plans to the server. Online – show them the OLPC AU lesson plan template and the Wikieducator lesson plan template and explain that we can pool lesson plans online.

Wrap up by summarising what we have learned, looking at the initial training objectives.

Give details of how to obtain support by email.

. 12

Training Plan – Additional Information The training plan above was improved over the three workshops. As the training might be repeated in the future, more information is given in the annex about the workshop sessions and how they evolved

Workshop 1: Jim Taylor School, Kisap This training took place with four sessions between April 10th and 14thtotalling about 2.5 days EFT. The first two sessions on the Tuesday afternoon and all day Wednesday were scheduled days and the main training plan was followed. We then found we had extra time available and offered to return on the Friday and Saturday to give two extra half-days of training.

General Outcomes: Good attendance 14 teachers including 8 new teachers without prior OLPC training attended. Even on the two nonschedules days, about ten teachers attended. They seemed to be very motivated and thankful for the training. Champions identified Steven Tela and a new young female teacher Karen Kiom were noticeably more advanced than the others and Karen in particular was very helpful with the others, she will be a natural XO Expert. Self-Learning Capacity Very important is the level of self-sustaining capacity in the school. They now have seven of the originally trained teachers and the new teachers bring in fresh perspectives. The main purpose of the training seems to have been attained; i.e. to empower them individually and collectively for self-learning so that they can carry on learning with the OLPC AU resources. Affirmation of the pilot Following the training, the teachers are aware of the wider context and the importance of their pioneering role. This has reinvigorated the pilot there. The Head Teacher reaffirmed their commitment to the pilot, and said that it was now very clear to hear the potential of the XOs and server, especially the massive resources that are made available via the server in the otherwise information poor environment. Introduced to the new teacher support scheme: Teachers are aware of the OLPC Australia teacher training framework and the possibility of enrolling and being certified. The chance of winning a class set of XOs was noted enthusiastically. We left them with the challenge that they can seek the AUD 500 funding for one teacher. Improved communications The Digicel 3G dongle training went well and we covered all the possible pitfalls in connecting. They have on school modem and decided that they can share that using their own SIM cards for personal use as well as the official “office” SIM card. So far, ten teachers created email addresses and we also created an official school email address (see the table below). All were invited to join the OLPC-PNGSDP email group. 13

We will also be able to share lesson plan ideas and circulate the OLPC-AU monthly newsletters to the teachers. Improved utility for teachers including communications and GNOME Teachers were very pleased to be shown how to connect to Internet, and set up email accounts, opening up improved coordination and support. Teachers also reacted very enthusiastically to the training in new technical skills especially the ability to switch between Sugar and the GNOME GUI (Windows-like desktop). They also enjoyed the ability to play videos, especially the Khan Academy collection, and mp3 music with the video codecs installed. Overall, this has increased the usefulness of the XOs for the teachers, and their regard for the XOs and OLPC generally. Improved focus on classroom practice Teachers refocused on empowering the children’s learning through improved lesson planning and review of school rules on access to laptops (this in particular will need following up with encouragement) The Head Teacher Elizabeth Kulno admitted that it had been a weak point of theirs in not reporting how they have been using the XOs . She agreed to work with the teachers to establish a regular reporting system. In the training we emphasised both the need to give children free time during the day to use the XOs, and to try and plan using the technology in the classroom and record general observations (this is something we can follow up with, using the improved communications). The final session focused on simple lesson ideas, with teachers learning to upload a worksheet to the server, which students can then access with very little facilitation needed. It was obvious that this would be practicable for teachers, and the benefits were noted such as: Improved productivity – the teacher can prepare a quiz, test or worksheet in advance and both the teacher and the students can save time writing and copying from the blackboard and focus on the actual learning • It will be engaging for the students • The teacher can spend more time with students on a one to one basis – more child centred teaching We looked at the example of lesson plan ideas from OLPC-AU, included in the handout with many more available on the Manual on the server. They tried out the example lesson XO activity, which involved taking a poem and making a multimedia personalised interpretation of it using “Joke Machine” activity. •

We discussed the need to record observations of their lessons using the XOs, any benefits and problems or negative impacts, and to share those in a regular report. We also agreed that the school would seek ways to maximise the time the students have with the XOs, perhaps by (a) allowing students to sometimes use them in class as general “tools”, and (b) to make some free time during the day for students to use them as they wish (and as directed by teachers, assignments etc).

Participants 1

Elizabeth Kulno

Head Teacher

72349687

Steven Tela

Deputy Head Teacher

73038216

stela197843@gmail.com

Lena Ongarye

Senior Teacher

72182438

lenaomgarye@gmail.com

Michael Kupul

Senior Teacher

73647302

mmkupul@gmail.com

Alice Kokele

Senior Teacher

72293146

akokele@gmail.com

Everlyn Ata Tela

A/Teacher

73807929

evelynata@gmail.com

Kenny Lui

A/Teacher

71859747

bar.ike@gmail.com

KoineKarap

A/Teacher

71622298

Angela Sike

A/Teacher

73935732

attabos@gmail.com

Esther Musive

A/Teacher

71210048

emusive@gmail.com

Karen Kiom

A/Teacher

72348556

kkombuko@gmail.com

Loraine Logo

A/Teacher

73009136

Mitchell Mare

A/Teacher

72679480

Joyce Hilda Oresi

A/Teacher

burumsmith@gmail.com

School email address jimtaylorschool@gmail.com

Training coverage Preparing the laptops and server training Teachers were trained in the below. Some teachers understand the process, and all are aware of what is needed even if they don’t fully understand the technicalities. There is a sufficient capacity in the school and they are much less dependent on only one teacher. Teachers trained in: • • • • • • • •

re-installing - teachers trained, copies of flash drives made, and copied to school PC registering and re-registering installing the video codecs – they wrote down the technical commands required connecting and checking connection personalising and entering the 3G modem settings using and connecting with a 3G Digicel dongle (requires disconnecting from school server) trouble shooting when using the 3G modems setting up email accounts with Gmail – 10 accounts created, and they can set up the others themselves 15

• • • • • • •

viewing the multimedia on the server and flash drives managing the XO memory and deleting large files Using the Journal to search and manage files View videos (inc Khan Academy) and multimedia generally, from server or memory stick Switch to/from to GNOME view Connect and access server with GNOME The applications in GNOME such as Abiword, spreadsheet, GIMP image and Audacity audio editing

Server use • • • • • •

General reminder of the rich contents for the new teachers Khan Academy videos Uploading – using example of creating a lesson worksheet Searching for new activities and sharing by uploading to server The poetry lesson plan example , using Joke Machine Poll Activity

The OLPC Australia Teacher Training Programme • • • •

Awareness of OLPC progress globally, Pacific and in Australia Understanding the OLPC-AU training and certification framework, how it is delivered online, offline and face to face The benefits of doing the training and (at a later stage) becoming certified The chance to win a class set of XOs

Overview of the Training Manual • • • •

How to access the Manual on the server Viewing the embedded videos The main sections of the Manual (i.e. the top menu / modules) The resources available (lesson plan ideas, newsletters, etc)

Using the Training Manual • • •

We covered each of the sections with hands-on exercises to test comprehension This included the theory, operating the XO, using Sugar, detailed instructions available on the Manual for most of the main XO Activities Where to find help – the FAQs

Deployment considerations • • • •

Classroom management The core principles and the two extensions of OLPC-AU (Teacher Empowerment and Community Engagement) Giving students extra time , maximising the hands-on use of the XOs by the students It was affirmed that the XOs are class sets – the students own them only during the year in that Grade

Classroom Practice and Lesson Planning • • • • •

As discussed above; Lesson planning ideas Creating lesson resources and sharing with students suing the server Recording/evaluating and reporting Regular OLPC teacher meetings

Workshop 2: Okasapmin (Held at oksapminHigh School) This training took place with two full day sessionsand evenings, between April 16th and 19thtotalling about 2.5 days EFT.

General Outcomes: Good attendance 22 teachers attended including 13 from Tekin, 4 from Tomianap, 2 from Mitikinap and 2 from Bak. The Head Teachers from all three project schools attended. 12 teachers had no prior experience of the school servers. All seemed to be very motivated and thankful for the training. Champions identified Simon Nimyon has been working as unofficial District Education Officer. The Baptist Union have confirmed that this post will be made official and that supporting the OLPC project is considered an important part of his terms of reference. Simon is an ideal candidate to study the XO-cert course online and then go on to become a qualified XO-Expert. Other “champion” or technical teachers include Matty, Timson and Milson. These have received additional technical training. Self-Learning Capacity About half of the teachers who attended need to work on their skills, especially the XO Activities. However, the two missions this year have helped to build self-sustaining capacity in the school, especially as there are some strong teachers available (as above). The strategy now needs to be to find them regular opportunities to skill share and mentor the others. Affirmation of the pilot Following the training, the teachers are aware of the wider context and the importance of their pioneering role. The workshop format, with a more formal approach and with sessions dedicated to participatory planning has underlined the pilot there. It was noted at several times during the workshop that in remote Oksapmin the XOs and especially the massive resources that are made available via the server in the otherwise information poor environment can have a particularly strong potential to improve education. Introduced to the new teacher support scheme: Teachers are aware of the OLPC Australia teacher training framework and the possibility of enrolling and being certified. The chance of winning a class set of XOs was noted. It is recommended that Simon Nimyon is involved as a “test pilot” for the online course. Improved communications Digicel mobile web dongle training was given, but as they do not connect easily from Tekin school. However, Simon has access to HF radio email and was given one dongle to experiment with (which will allow possibility of sharing documents – unlike with the HF system). We can also communicate with them via the FrontlineSMS system for which Kevin Joseph at Kiunga has been trained. Simon will experiment with the dongle at Tomianap to see if lesson plan ideas and OLPC-AU monthly newsletters can be sent to the teachers. Those will have to be passed to other teachers by uploading to the servers, as printing is not practicable. 18

Improved utility for teachers As with the Jim Taylor School teachers, the Oksapmin teachers were very pleased to be shown how to switch between Sugar and the GNOME GUI (Windows-like desktop), play the Khan Academy video collection, and mp3 music with the video codecs installed. Overall, this has increased the usefulness of the XOs for the teachers, and their regard for the XOs and OLPC generally. Challenges and opportunities identified Day 1 included a session where teachers brainstormed the problems, challenges, priorities and opportunities. These can feed into the strategies that were developed in the Kiunga workshop, where more time was available for this exercise.

Further explanation of the bullet points above: • •

• •

The teachers noted that, despite the OLPC solar panel systems, rural electrification is still needed if the technology is to be used to its full potential; Continued teacher training for the XOs is needed, and this is most sustainable if it is included in the national teacher training curriculum. It was noted that this was the intention at St. Benedict’s Campus of DWU, in Wewak. The teachers emphasised the need to strengthen partnerships and it was thought this could be helped by better awareness/sharing of information and the OLPC projects The last point refers to the opportunity noted in the January mission, for the subsidy for school library resources to be used for the OLPC (which serves as an electronic library)

Teachers refocused on using the XOs for teaching This session focused on two essential components: 1. Empowering the students to extend their learning using the XOs and the server 2. Structured use of the XOs in class, and integrating XO/server use in the lesson planning process The Oksapmin schools were given XOs to saturate the grades 3-6 in each school. The numbers of enrolled students have increased (partly as a result of the programme according to some teachers). Therefore 19

there is slightly less than full saturation in those grades. XOs are not allowed home with students. One teacher described her experience when trying to use the XOs in class – the excitement of using them, and the lack of student fluency with them contributed to her losing control of the lesson. This highlighted the need to find time for the students to become fluent with the technology. After a discussion, teachers noted that the burden on themselves to manage the use of XOs in class would be reduced to a reasonable level if the students were trained and had sufficient regular time with the XOs, so that when used in class they could focus on the specific activity planned by the teacher. Strategies for student empowerment identified during this session included: Informal student training sessions, with parents invited to assist (and learn) Additional training for students by the SDP team and/or resource persons at the time of the proposed official launching • Timetabling regular occasions when students can use the XOs out of class (again, perhaps with help from volunteering parents) • It was noted from the OLPC-AU Training Manual that students who have particular interest and ability with the XOs can be identified and recognised as “XO-Champions”, who will be able to assist the teacher and the other students. The lesson planning session began by looking at the Australian Lesson Plan examples in the Training Manual. Teachers noted that the format was not consistent with the PNG system, where the planning cycle is based on teaching the curriculum through a set of themes, selected at the beginning of the year. There are seven subjects taught within these themes, and both subject lesson plans and daily lesson plans are drawn up. • •

Thus, an important outcome of the session was to identify the need to integrate the planning for the XOs into the PNG system rather than to introduce it as an “8th subject”. By recognising this need, a significant barrier to the use of the technology to support teaching is reduced. In groups, teachers went on to develop lesson ideas that fitted in with their planning system. Thus, another outcome of the workshop is that teachers are more focused on the pedagogy.

Group 1: Daily lesson plan for G3 English

Group 2: Daily lesson plan for G6 Maths 20

grammar

Group 3: Lesson plan for teaching grammar

Group 4: lesson for teaching maths

Gallery

Participants Prior server skills

Name

Posting

Title/ Position

Phone # / email

RonhatMinmin

Mitikanap Primary School

Head Teacher

71658200

Milson Folmineng

Mitikanap Primary School

Senior Teacher

Timothy Sel

Tekin Primary School

Head Teacher

71875763

Robin Tandamat

Tekin Primary School

Deputy Head Teacher

71500252

TimsonHabtoll

Tekin Primary School

Senior Teacher

73967086

KaisonWonat

Tekin Primary School

Assistant Teacher

71027099

Sylvia Luky

Tekin Primary School

Assistant Teacher

72747303

BawiIlilin

Tekin Primary School

Assistant Teacher

72591832

Flenton Flan

Tekin Primary School

Assistant Teacher

73428047

MethlynBinan

Tekin Primary School

Senior Teacher

73255829

Martin Tandamat

Tekin Primary School

Assistant Teacher

72348419

Grace Qualieng

Tekin Primary School

Assistant Teacher

Leo Nick

Tekin Primary School

Assistant Teacher

71027649

Samuel Minmin

Tekin Primary School

Senior Teacher

71605418

Raymond Emsi

Tekin Primary School

Senior Teacher

71875763

Simon Nimyon

Tominianap Primary School

Head Teacher

72019743

MahJamson

Tominianap Primary School

Assistant Teacher

Toni Nawalin

Tominianap Primary School

Assistant Teacher

71893713

Minenu Ono

Tominianap Primary School

Assistant Teacher

72187921

Rex Matuson

Tominianap Primary School

Assistant Teacher

72019743

MattyBitel

Bak Primary School

Senior Teacher

73052339

Donwil Frim

Bak 2 Primary School

Assistant Teacher

72047564

Workshop 3: North Fly Schools – Callan Services, Kiunga This training took place with three full day sessions and two evenings, between April 23rd and 25thtotalling about 3.5 days EFT. This was the workshop when everything came together, and where the outcomes are most needed.

General Outcomes: The most significant outcome was the bringing of teachers together to develop shared thinking and common strategies for the ongoing programme. A set of clear strategies was developed that can be used to develop an objectives framework with measurable outputs and practicable activities. Good attendance 16 teachers attended including two each from most schools. Tapko sent three teachers, and Matkomnae and Yenkenai one each (Yenkenai only has one teacher). Four Head Teachers attended. About half the teachers had received training previously. All seemed to be very motivated and thankful for the training – borne out by the demand for evening sessions (the last training session finished at 1030 pm on the last day!) Resource persons and champions identified, Committee created Kevin Joseph has been assisting with technical matters and assisting teachers at Callan Services. His terms of reference from the Catholic Education Authority will now formally recognise this role and he will work this year as a resource person for the OLPC project. This means we can assist with a suggested work plan to achieve some agreed objectives. Through funding from a charity, Mr Iwik has made available an overseas Horizon 3000 volunteer (experienced teacher), Valeria. He stated that part of her role will include supporting the OLPC project. Each school has at least one teacher who can now be regarded as “technical teacher / OLPC coordinator” and are members of the Committeecreated during the workshop. This intends to meet regularly. We as partners can help develop a TOR. Ruth Lunge was keen to lead one session (on lesson planning) as she says she has specific interest and training experience. This was a great demonstration of using teachers as local resource persons – which can be repeated in the future. It worked very well because (obviously) the teachers themselves understand the lesson planning cycle best. Self-Learning Capacity Although it was not possible to have all teachers attending, having two or more from most of the schools promotes more dynamic skill sharing between teachers on their return. The group included teachers with varying experience with OLPC. For instance, a few had only been introduced this year, whereas others were included in the original training. All the teachers who attended need to work on their skills, especially the XO Activities. However, the two missions this year have helped to build self-sustaining capacity in the schools. The strategy now needs to be to find them regular opportunities to skill share and mentor the others. Affirmation of the pilot As there were teachers who had not been included in the original training and were new to the programme this year, it was especially important to set the context. Following the training, the teachers 23

are aware of the wider context and the importance of their pioneering role. The workshop format, with a more formal approach and with sessions dedicated to participatory planning has helped to emphasise this. Introduced to the new teacher support scheme: Teachers are aware of the OLPC Australia teacher training framework and the possibility of enrolling and being certified. The chance of winning a class set of XOs was noted. It is recommended that Kevin is involved as a “test pilot” for the online course, and then schools can nominate one teacher each. In the workshop the teachers agreed that schools can chase up sources of funding (AUD 500 per teacher). Improved communications Digicel mobile web dongle training was given, but we did not have sufficient dongles to leave with the schools. We can add that to the communication strategy that Kevin facilitates a discussion on how to supply the PGK 99 devices. As at Kisap, teachers might then use their own SIM cards to create email addresses. Kevin was left with two dongles, one to use for Internet (i.e. for training purposes and when travelling) and one for email. He can slowly assist all the teachers to set up Gmail accounts. Internet access with the Digicel dongle is possible at all the schools, although even in Kiunga it can be very slow. Kevin was trained in the FrontlineSMS system to also communicate by SMS. He can broadcast out messages, benefiting from the 18 free texts per day that Digicel allow. Texts can be more effective in reaching teachers, as it is immediate unlike email which needs teachers to take the initiative and incurs costs top receive emails. We entered all the teachers’ phone numbers into a group for each area North Fly, Oksapmin and Kisap. We also agreed on a monthly newsletter, and tyo0 share the OLPC-AU newsletters via the email group. Improved utility for teachers As with the Jim Taylor School teachers, the North Fly teachers were very pleased to be shown how to switch between Sugar and the GNOME GUI (Windows-like desktop), play the Khan Academy video collection, and mp3 music with the video codecs installed. Overall, this has increased the usefulness of the XOs for the teachers, and their regard for the XOs and OLPC generally. Challenges and opportunities identified The major outcome was participatory planning and strategy development. Day 1 included a session where teachers brainstormed the problems, challenges, priorities and opportunities. These were then used in the Day 3 session on deployment strategies. This activity produced a lot of shared insights between the participants.

The activity

Group 1: The Challenges/issues

Group 2: Priorities

Group 3: Opportunities Group 4: Problems. Picture on left is blurred, it reads:

Problems (presented by Doris of Callan Services) • • • • • • • • • • • • •

Funding Modifying the XO activities to suit learning activities Providing laptops for all children No school server, solar panel and Internet connection in some schools (editor: all schools now have servers) No technical person on the spot when the server or laptops not working No coordinator to organise meetings Teachers to share or report updtaes concerning schools No recognition from the government Lack of interest or support from the (provincial and national) education authorities Communities not supportive of the programme (eg stealing) Teachers computer illiterate Teachers transfered No rules/guidelines concerning use of laptops

Strategies developed 26

As a whole group the participants reviewed the problems, challenges, opportunities and priorities from the first day’s session and came up with a list of strategy components as below: • Coordination • Partnerships • Sustainability • Capacity building • Teaching and Learning The participants then used the mind-map technique in groups, rotating round each “issue” to brainstorm what the strategies should contain. We then returned and reviewed each mind map and extracted some clear statements for each. Photographs of the outputs are shown below, and the completed strategies are incorporated in the table in the overall outcomes section of the report, including inputs from the Oksapmin and Kisap workshops.

Coordination Strategy 8. Communicate and share information (email group, text) 9. Kevin will be technical resource person 10. Form a committee and meet regularly 11. Schools should report via their committees to stakeholders 12. Teachers to keep daily journals/diaries 13. Programme partners draw up M&E framework 14. Kevin to produce monthly newsletters

Partnership Strategy Collaboration and cooperation Sharing information with various groups including PGA • Bottom-up strategy • Make OLPC recommendations in SLIP reports • Apply for library subsidies for OLPC materials (electronic library) • Top down strategy • Partners to explain/update NGoE • Point out policy linkages and needs (eg OLPC assisting with teachers ICT standards)

• •

Capacity building strategy • •

•

• •

•

Teachers self learn using training manual Partners to follow up on having some selected teachers enrolled on the online course Schools follow up by seeking funding (AUD 500) to support each online trainee Provide storage for XOs and other infrastructure needed at each school Schools encouraged to review their budgets and contribute (eg for Kevin’s travel needs etc) Identify local resource persons to train (local communities)

Sustainability Strategy 8. Coordinate regarding teacher retention/posting 9. Raise awareness and involve parents and community 10. Review and agree on policy for ownership and students access to XOs taking into account views of all. Up to each school to decide and get BOM to approve. 11. In the above, include review of teacherâ&#x20AC;&#x2122;s ownership of XOs when they get posted away. 12. Partners to support schools with community consultations (write letter to parents about XO ownership policy or announce publically at community meetings â&#x20AC;&#x201C; i.e. at launching etc)

Teaching and Learning strategy 2. To empower students we will: IN CLASS -

OUT OF CLASS -

Community focused activities once a week (as per Rumginaeâ&#x20AC;&#x2122;s regular community activities) can include OLPC Invite parents to help supervise XO sessions out of normal school hours Schools to develop ownj strategies to maximise the students access to the XOs

Teachers learning to plan for XOs and server in the Classroom, and better integration into lesson planning This sessionâ&#x20AC;&#x2122;s main outcome s were to refocus the teachers on using the XOs in class, and to reinforce the curriculum linkages. Ruth Lunge, Head Teacher at Yenkenai, led the session. As follows: Go over the lesson planning system used in PNG with short exercise to get people thinking 1. In groups each develop a simple lesson plan (subject or daily plan) incorporating the XOs and server 2. Teachers refer to the Teacher Resource books and look for opportunities to use the XOs for suggested activities and where it suggests referring to general resource books 3. Present their ideas

Three lesson plan ideas were developed. The time was short (it was already 930 pm!!) but it was done very enthusiastically. Some simple ways to introduce the XOs are included, such as presenting graphs.

We also went over the pedagogical advantages that the XOs/server may bring, referring to the Training Manual examples. For instance, -

as a specific activity or resource directly linked to the lesson objective; to engage and motivate students and free up more bone-on-one time for teachers with students to increase productivity (example, using a graph or poll to save time writing on board and books and focus on the data itself) as a scaffold for constructing knowledge (example Turtle Art, which requires understanding of angles and distances to draw oneâ&#x20AC;&#x2122;s name) authentic assessment measuring childrenâ&#x20AC;&#x2122;s learning

Ruth led discussion of the lesson planning system. Points we should note: -

PNG primary schools use a thematic curriculum 7 subjects are taught through these themes Teachers do four different lesson plan types: including subject lesson plans, weekly lesson plans, daily lesson plans

Lesson plan format – example (Some OLPC related fields could be added, such as “Pedagogical Advantage of using the XOs”)

Gallery

Participants evaluation of training: PNG-SDP OLPC Training Workshop, Callan Services, Kiunga, April 23-25, 2012 Name:

13 out of 16 participants provided evaluation

School:

North Fly schools

Outcome

Evaluation

Any comments

1 = Agree strongly 2 = Agree somewhat 3 = Unsure 4 = Disagree I understand the global context and potential educational outcomes of OLPC

10 8

• •

Needs more training Very clear

•

Self learning

6 4 2 0 1

I am able to prepare my laptop to access the Training resources (Reinstalling, connecting, registering, aware of need to install video codec)

The training has helped me with basic technical skills for operating XO features (Journal, GNOME, using mobile dongle to connect to Internet, personalising the XO)

6 4 2 0 1

8 6 4 2 0 1

I understand the purpose and contents of the school server and am able to access and use it

15 10 5 0 1

I have sufficient skills to be able to access and use the Training Manual to improve my knowledge and skills of the XO and OLPC

•

Self learning

•

I really needed this

• •

Not really (Wesley) According to each child’s level of ability (Doris)

6 4 2 0 1

1 = Agree strongly, 2 = Agree somewhat 3 = Unsure, 4 = Disagree I feel confident to begin to try using the XOs in class with planned activities and outcomes

10 8 6 4 2 0 1

I feel equipped with strategies to empower the students and help them to gain maximum benefits

10 8 6 4 2 0 1

I feel equipped with strategies to safeguard and manage the OLPC pilot in my school, in partnership with the parents and community

• •

Not really (Wesley) Need the support of other staff as well as Kevin (Doris)

•

Sure and propose to do so Very much (Doris)

8 6 4 2 0 1

I know how to seek help and advice should it be needed.

12 10

•

8 6

Series1

4 2 0 1

The training was useful and well organised and presented

• •

12 10 8 6 4 2 0

Series1

• •

•

Well done Improve on communication (Wesley) Well presented and satisfied Very interesting, well presented Very much, with thanks (Doris)

General comments • •

• •

Generally enjoyed so much, thanks Well & clearly presented by facilitator. As it was important resource for students learning the duration of the workshop or training should be organised for 1 or 2 weeks. Excellent presentation thank you. (Isawa) A week session would be appropriate for the kind of training for the beginners (Cosmas) Am glad this in-service was organised. Need to refer to the manual as often as I can. More selflearning commitment. (Doris)

Callen Services Training - Kiunga WP, 23 April - 25 April 2012 Name

Posting

Title/ Position

Phone #

Email Address

Computer Literacy

Teachers who have used server before

Donela Edmund

Finalbin Primary School

TS02

71329893

Yes

Robert Mark

Finalbin Primary School

TS03

76645039

Yes

August Kasim

Dome Primary School

TS02

Paul Ralph

Dome Primary School

TS02

73993153

Dine Tren

Matkomnai Primary School

TS02

73748974

Yes

Len Moses

Tapko Community School

TS02

Yes

Logan Samuel

Tapko Community School

TSO2

Yes

Robert Baisim

Tapko Community School

Head Teacher/TS03

73749617

Yes

Ruth Lunge

Yenkenai Primary School

Head Teacher

73237978

Yes

Micky Smith Koivi

Rumginae Primary School

TS03

73252197

Yes

IsawaMusi

Rumginae Primary School

Head Teacher/TSO4

71719748

Yes

Cosmas Anton

Callan Services

TS03

6491304

antonconsmas@gmail.com

Yes

Doris Amboman

Callan Services

TIC/TS04

6491304

pgagnon@dg.com.pg

Yes

Kevin Joseph

Overseer

N/A

71712454

kjomime@gmail.com

Yes

Wesley Nicko

Kungim Primary School

TS02

71888919

Yes

Dickson Yarokam

Kungim Primary School

TS03 Senior

73748743

Yes

Annex 1 :Training Plan – Additional Information This information supplements the training plan with information that might be useful if the workshop is repeated.

Day 1 A list of participants is prepared, with phone numbers, any email addresses and school locations. Two additional columns for “computer literate” and “have used the school server before” provide the facilitator with a basic training needs evaluation. Session 1 - Setting the context – Overview and update on OLPC regionally and globally This session sets the context and helps participants appreciate their role as pioneers and the responsibilities and opportunities that are associated with the pilot project. Participants conduct brainstorming which is then used to help develop deployment strategies (Session 5). The session consists of the following components: •

Slideshow by the facilitator: o Feedback from OLPC Australia (Australian Stories video from the training manual, news article about Dumagee school NAPLAN results and MP speech in Australian Parliament). o Update on global OLPC projects (using slides in PDF format from Michael Hutak’s presentation to a regional forum on ICT in Thailand, 2001). Highlights 2.4m XOs in 40 countries, evidence from Uruguay and Afghanistan, Pacific Islands OLPC projects.

•

Activity in groups: Brainstorming – What are the issues if we are to achieve similar results in PNG? o In groups, participants ask the question above, and bullet point the challenges, problems, opportunities and ????. This activity can use mind mapping diagrams for each category and groups can rotate, taking time with each category. The resulting diagrams are then posted up around the room.

Session 2: Technical training This session trains the teachers in basic technical skills needed to prepare XOs in order that they can display the server resources correctly, and to be able to connect to and access the server reliably. This also ensures that they can return to their schools and assist the other teachers and to be able to update students laptops and understand the technical requirements if the students are to effectively access the server resources. The training introduces some “attractive” new facilities – connecting to Internet on an XO using a Digicel dongle and setting up Gmail email addresses, and the Windows-like GNOME user interface that can be switched to from the standard Sugar GUI. In order to cater for those teachers less familiar with the server resources, time is given to browsing and exploring the resources, including the Khan Academy videos which can highlight the utility for the teachers. USB sticks with release 11.3.0 and the bundle of additional Activities should be prepared. Also included is a folder with the rpms needed to install the video codecs and Adobe Flash 11 plugin, with a Bash script that makes it easy for the teachers to run the codecs installation.

The list of technical skills imparted in this session is: • • • • • • •

• •

Reinstalling XOs from a USB stick Personalising the XO Connecting to wireless networks and the server network Registering and re-registering (required when they return to their schools) Awareness of the need for video codecs, and installation of the codecs from USB stick Playing multimedia (Khan videos used to try out) Managing the memory space on the Journal. After having downloaded Khan videos, this creates an opportunity to explore the Journal search and sort tools, and to delete files when not needed. Use of a USB stick to transfer files and the “Documents” folder in the Journal are also explained. Connecting to the Internet with a Digicel dongle and setting up Gmail accounts Switching to/from the GNOME user interface, and features of GNOME and the included packages (GIMP, Audacity, Abiword, connecting, file system)

The format of this session is whole group training using the projector (with an XO running Classroom Broadcast Activity), and the resource persons assisting one-to-one. The quicker participants can use their extra time to explore server resources (some questions can be written on the board for quicker participants to answer by “researching” using the server).

Day 2 Session 3 The OLPC-Au teacher support framework This session introduces the OLPC Australia XO-Certification framework. • •

•

Slideshow presentation to whole group The XO-Certification qualifications, and explanation of the features of the OLPC-AU training: o The qualifications themselves, and the value of the recognition they give their holders o Certification gives teachers points and attracts additional IT resources to the schools o Certification linked to provision of new XOs o Provides assurances for donors’ investments o If a teacher is transferred they carry their qualification with them o Opportunities to use the same scheme in PNG (discussion), including the two class sets of XOs that could be linked to selected teachers enrolling on the online course (with measures taken to cater for local needs, language and context) o The hand out: explain how the XO-Cert objectives/indicators can be used by trainees to measure their progress and to identify gaps in their skill sets Three ways the course is delivered o Online (using a previously compiled collection of screenshots to avoid problems from poor Internet connection). Explains how the online course is studied. o Self-learning using the Training Manual, which is installed on the school servers of all the schools. This is the skill we wish to impart to teachers in this training. o Face to Face (as per the current training). Discuss the resource limitations and need to use the distance mode. Also introduce the possibility of training local teachers who are

David Leeming – CC BY SA

- 42 -

OLPC Teacher Training in PNG, April 2012

•

highly motivated to the XO-Expert qualification so that they can conduct F2F trainings and issue XO-Cert qualifications. Activity: guided tour of the XO-Cert Training Manual with exercises o The facilitator uses the projector to display the Training Manual and to give an overview of each main menu item (or module) in turn. With each section, some tasks or questions are set and time given for trainees to work through them. The main sections covered, and the exercises for each: The OLPC Australia Programme. Highlight the Core Activities and Australian Stories. Questions include identifying the two additional core principles, and to view the videos by teachers. Operating the XO. Explain the sections for the XO and Sugar, and indicate the trouble shooting FAQ page as very useful. Tasks can include finding out where the Escape and Search keys are and what they do, and how to capture a screen shot, and answer the questions “Why can’t I print” and “what is the difference between inviting and sharing?”. Also use this opportunity to highlight the Zoom View and other Sugar features, for benefit of trainees with less experience of the XO.. Activities. Demonstrate the instructions for Turtle Art, play the video to the whole group. This highlights the detailed instructions whilst introducing the activity. They can follow up by exploring the instruction page for another Activity. Deployment Considerations. Highlight some of the information given here, and discuss with the group the issues including student training, empowering students to assist each other, and the policies on student ownership and whether the XOs leave the school. This will provide early thinking for session 5. Lesson Resources. Point out the newsletters and lesson ideas saved in the Training Manual and allow them to try downloading one or two. This gets people thinking for session 6.

Session 4 Extra training on XO Activities This session allows more hand on training. The format used was demonstration to the whole group. Alternatively, participants could be in groups with a different Activity assigned to each – groups then rotate. It was also useful to explain again the constructionist design of the XO Activities (tools for “learning by doing and making”) The training included how to search for and download additional Activities on the Sugar Labs website, using the projector, and then upload them to the School Upload folders for others to install, and how to erase Activities (for instance to free up space). Two new Activities were identified which are easily understood by teachers: • Nutrition Activity • SimpleGraph Activity Participants tested out accessing the new activities from the School Upload folders and installing

David Leeming – CC BY SA

- 43 -

OLPC Teacher Training in PNG, April 2012

them. This also introduced the concept of uploading files to the server to share with others, and provided the required skills. Collaboration training can also be given in this session. Time was then given to allow trainees time to try out activities (write list of suggested on the board).

Day 3 Session 5 Deployment strategies and considerations In this session, participants develop strategies for the issues identified earlier. The format used was : •

•

Presentation of the Deployment Considerations section in the Training Manual. Participants are shown the discussion sheet from the Australian teachers’ discussion about allowing the XOs to go home with students. Discuss the problems we have had in PNG and options for revising the policy. Brainstorm the main strategy headings as a whole group activity. The group should identify the following (and possibly others): o Communications and networking o Partnerships o Capacity building o Sustainability o Empowering students o Teaching and learning with the XOs and server

(check photos – ref session 1 outputs)

Session 6 Lesson planning – Teaching with the XOs and servers In this session, teachers focus on how to start/increase planning for teaching suing the XOs and servers as a resource. This should be seen as fitting in with the existing lesson planning system. In PNG, an integrated or “rich task” curriculum is taught with subject teaching conducted within the context of themes. Seven subjects are taught, with variation between upper and lower primary school grades (3,4,5 and 6,7,8). Themes are selected at the beginning of the year. The teachers then develop subject lesson plans and daily lesson plans using specific frameworks. It was very empowering to start from the context above and then use the session to explore how the technology could be integrated into the lesson planning cycle. The session format used in the CallanKiunga workshop was as follows: •

•

Point out the example OLPC-AU lesson plan in the handout (Poetry, using Joke Machine Activity). Discuss the similarities and differences from PNG lesson plan formats. Using the projector, demonstrate the lesson activity described in the AU lesson plan, i.e. using Joke Book. Allow participants to browse some of the other lesson plans on the Training Manual and point out the lesson tips that are a feature in the OLPC-AU newsletters. Discuss how the use of the XO will add value. The OLPC-AU training plans have a filed “pedagogical advantage” at the bottom, requiring teachers to think this out. Point out some of the potential ways the XO can add educational value: o Increasing the resources available (server contents)

David Leeming – CC BY SA

- 44 -

OLPC Teacher Training in PNG, April 2012

Directly as a planned activity using specific XO Activities To engage and motivate students To increase productivity and create more one-to-one time for teachers with students o To help evaluate learning o To acquire ICT and information skills The above was highlighted by showing some videos of teachers using the XOs in class (Nauru using Poll and Measure; Patukae number line lesson). Discuss class management and how time needs to be invested before teachers can expect to reap the productivity benefits and the need to have the students fluent with the laptops to reduce burden on teachers. It was recognised that one teacher, Ruth Lunge, was keen to assist as she has training experience and is an experienced senior teacher, and school principal. We allowed her to facilitate the rest of the session Introduction, reminding teachers of the planning cycle and components Discussion about the official teacher resource books, and how the XOs and server can be used to extend the references and activities given/suggested in the Teacher books Emphasise the need to evaluate and record the lesson outcomes In groups, develop examples of lesson plans using the standard approach, but with XO/server included Feedback to the whole group and discussion o o o

•

• • • • •

Another approach was also used, showing teachers some simple ways to start using the laptops in class without much planning: •

•

Worksheets can be prepared and uploaded to School Upload folders in advance of the lesson. Students can then access them and carry out the exercises (tests, CLOZE, maths questions, etc). At Kisap and Tekin, teachers created worksheets and uploaded them as a workshop activity. Students can be given research time on the server

Just allow students to have the laptops available to use them if they wish

Hardware advice Depends on power availability and student numbers - and normal considerations. Main specs: • • • • • • •

2 built in wired NICs are easiest to install using default method. 1 wired and one USB or one wireless can be done but need customizations. 2-4GB RAM is best. However, in schools with less than 200 students, we are finding that 1GB seems to be adequate – from the limited information we have. Aim for 2GB storage (HDD) per student. If you have reliable sufficient power supply and good clan environment, go for a dual-core modern tower PC. Look for cooler-running processors if no air conditioning. For large schools with power, i.e. 500+. Consider a standard rack mount server solution. Don’t use multiple servers in a school if it can be avoided Unless you plan to install a GUI, a large monitor is not needed.

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• •

If the server machine has no optical drive, we found it MUCH easier to install from a USB CD-drive rather than a USD flash drive, although that is possible. Note that if you want to administer content on the server machine from a remote Windows PC or server you can use WinSCP

Example 1 This is the model used in the PNGSDP schools. These are mainly remote schools with no grid or generator power. We totally avoided using AC power inverters by using 12V solar, with car charger-type voltage down converter to give 5V, and hubs and access points that ran on 12V, or capable of powering from POR using 12V. Dreamvision E485 Green Mini PC from www.pioneercomputers.com.au PRO: Low power fan-less “green mini PC” device, runs on 5V DC, less than 10W. Cost about AUD 800. CON: Only 1GB RAM (but early experience in PNG is good – memory use in the low 100s when tested). IDE hard drive is a weakness. Self destructs if 12V applied !!! Example 2 In Samoa the ASUS e-Box was used.

What you need 1.

The latest stable installer build. Download from either link below, and burn as an image (not as data) on a CD-R to give you a bootable install disk. http://xs-dev.laptop.org/xs/ http://xs-dev.laptop.org/xs/OLPC_XS_LATEST.iso

A direct wired internet connection with DHCP. If none, you have to set up static network configuration onthe XS, which is not in the scope of this guide (see XS Techniques and Configuration). Or see (3) below.

If you want to run updates offline, you can get them first from the link below. We found this useful when we did not have access to a direct Internet connection and were short of time. Download onto a flashdrive the latest versions (rpms) of the below services from the link given: ejabberd-xs moodle-xs xs-activation xs-config http://fedora.laptop.org/xs/testing/olpc/9/i386/

Wireless access point, configured as a simple access point, with dynamic (DHCP) network (LAN) settings, any SSID such as “XS-School-Server” and no wireless security. Choose channel 1,6, 11 or automatic, 802.11b or g • If you use multiple APs, set them up identically and use network hubs as needed. You can connect any PC including Windows PCs to the LAN and they will be able to access the server too.

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•

Whilst it is quite easy to set up a small wireless LAN, some experience might be needed if doing this in a large school where 10 or more APs are needed. A ratio of about 1 AP to 30 students is about right. When deploying to a school, access points and switches supporting POE are very useful to avoid having to also install a power distribution system.

Your content (public folders). Best method is to have it all set up on a USB hard drive, ready to be copied into the /library folder on the server. Note that you should avoid use of spaces in filenames as some Sugar activities reject them.

Installing 1.

Preparing the HDD. You need to wipe any partitions off it and format in FAT. When we had problems with this, we found a failsafe method is to first install any version of Linux using the entire drive space, and then install the XS on top of that.

No need to have any Internet connection to do the install, until later on. Connect any USB CD drive and/or insert the install CD

Set the BIOS on the server to boot from CD. We also set the BIOS to power up automatically if the power comes on. That helps with schools where power is intermittent as it does not depend on people to restart after an outage. Note that the XS is resistant to hard shut downs, pulling the cable is almost “de rigueur”.

Boot from the installer, and • select “install from kickstart” • error downloading kickstart file tab > OK • local CD/DVD tab > OK • Next • Select location (many Pacific locations) and uncheck “System clock uses UTC” then Next • Set the logon(root) password • When it asks to partition the drive it needs to use the whole drive. This is where problems emerge if the HDD is not prepared in advance. It should work with default option by just clicking “Next” and use the whole drive with “Remove Linux partitions on selected drives and create default layout”. If you can’t get past this step return to step 1. • It will format the file systems on each partition and transfer image to HDD. The system is installed in one 8GB partition and the rest is for the /library. • When asked about optional packages such as GNOME, if you just want the default install, just select Next. • It will now install the 546+ packages, taking some time to complete.... • When complete shutdown/reboot removing the install CD

Set up the server with Internet connection in the eth0 interface and the wireless AP (or LAN with a network hub connecting one or more APs )

Start up the server and you should be able to log in as “root” using the password you set.

Set the local time and date, as below, and it should echo back with your local time code (corresponding to the location you used in the installation.

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date –s “16 AUG 2010 16:35:00” 8.

Set the domain for the school using your chosen name (an internal domain) and reboot (type reboot) /etc/sysconfig/olpc-scripts/domain_config

schoolname.org

When the system comes up, look for successfully bring up eth0 (this means it found the Internet gateway and DHCP). Note that some services come up red (fail), that is OK

10. Log on again and do a ping to test Internet connection (i.e. ping www.google.com and Ctrl-C) 11. Run the online updating or skip to step 12 yum --enablerepo=olpcxs-testing -y update 12. To do offline updating, copy the rpms you downloaded (what you need step 3) on a flashdrive, insert flashdrive and navigate to it and run. (skip this if step 11 done OK) rpm –Fv *.rpm 13. Now copy your public folders content to the /library folder. Insert the USB HDD and navigate to it, usually cd /media/usb cp –r –f * /library

(do “ls” to verify you see the folders to copy)

14. Set up the html.conf file to allow access to the public folders: nano /etc/httpd/conf.d/html.conf Note, what you add to this file depends on the names of the folders of content, but the demonstration server at PacINET used the following (spaces exaggerated). The Alias names are the ones you use to add links on the Moodle front page. The folder names are the exact (case sensitive) names ofthe folders where your content is. Alias /Schools-Wikipedia /library/Schools-Wikipedia Alias /UNESCO-2008 /library/unesco-2008 Alias /UNESCO-2005 /library/unesco-2005 Alias /SPC /library/spc Alias /Public /library/content Alias /eBooks /library/ebooks Alias /OLPC /library/olpc-resources Alias /Curriculum /library/curriculum Alias /PNG /library/png Alias /School /library/school <Directory /library> Order allow,deny Allow from all

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Options Indexes FollowSymLinks AllowOverride none </Directory> 15. Reboot and you are now ready to set up Moodle. 16. You should now check that you can connect to the wireless AP using both an XO and/or any PC. It should be given network settings automatically in the range 172.18.xxx.xxx and if you have an Internet connection on the WAN interface (eth0) this should now be accessible on your connected PC or XO too.

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Moodle configuration for XS This is usually done at the school where the deployment is taking place, using the first XO to be registered, which is automatically given the “administrator” role.

Logging on without registering / as admin user If you don’t have an XO, or which to set up Moodle without registering an XO (for instance if you are setting it up remotely) You can also choose to log on with a PC connected wirelessly (or on the wired eth1 (LAN) network). However, care is needed!! The admin user is disabled by default. To enable it, on the server type sudo -u apache php /var/www/moodle/web/local/scripts/adminuser-enable.php (note the reverse is done by changing the above to “-disable.php”). Then type the below and make a note of the admin password which is unique for every XS installation cat /etc/moodle/adminpw Now you can go ahead to connect to the school server LAN. First check you can connect wirelessly or wired as appropriate, as described on the previous page. (a) On an XO, connect to the server and start Browse. Click “Local Schoolserver”. (b) On a PC, start a browser and enter http://schoolserver/ In both cases you should see the Moodle log on page. IN ALL OTHER CASES, just register one XO and then use that as your “admin laptop”. Once registered and rebooted, it will access the Moodle front page without any need to log on (all XOs when registered behave this way). You can do the following steps entirely using the admin log on, or with the first XO (the one which will then be the school’s admin XO). Do ALL of the below using EITHER the first XO to be registered, or a PC logged on as admin user 1.

Turn editing on

Site News o update this forum o main title – change to something like “Gaire School News and Announcements” o change setting to “force everyone subscribe forever” o save and return o post an announcement, like “Welcome to the school server”

Front Page - Settings o Change the main title to something like “Gaire OLPC School Server” o Change the “Short name” from XS to “School-Server-Home” o Description (enter the school name and address)

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Save

Add block – Messages

Add block - Courses

On left under Site News: Add Resource – Link to a file or website and for each of the Aliases create a link, i.e. • Schools-Wikipedia URL • UNESCO-2008 URL • Regional resources from SPC URL • Contunue...... to add all Aliases

http://schoolserver/Schools-Wikipedia http://schoolserver/UNESCO-2008 http://schoolserver/SPC

On left under Site News: Add a Resource - Display a directory • Give it the title “Teacher Upload Folders” • Click “edit files” and create a new folder “Students” • Return to Front Page

Repeat step 7 but give it title “Students Upload Folders” and click the drop down menu where you see “Main Directory” and select the new folder “Students” At this stage you should now be able to click all the Public Folder links to browse the content, and see two links to folders, one to the main directory (teachers upload area) and one to a directory “Students”.

Now add the courses (classes). For each of the below, just click “Add Course” and add the main course name and the short name, and save. Leave all the other settings. • Start with the Teachers course Teachers teachers • Then starting with the highest course Grade 8B G8B add all the classes down to Grade 3A G3A • The above is PNG, in other countries it might be G1A – G6B etc

10. You are now all set up to add the teachers and students. (next page)

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Adding student and teacher XOs to Moodle 11. First, register all the XOs and restart the system 12. Then, using the admin laptop (or the one logged on as admin user) • click on the course you want to add students to, and then on left under administration, click “assign roles”. • Select “Students” role, and then move all the students in that class from the right pane to the left pane using the “Add” button. Then don’t forget to click the button below “Assign roles and save” • When you have added the students, do the same with the class teacher, but use the role “Teacher” • Repeat with all classes until each “course” has all the correct students and their teacher enrolled. • Then add all the Teachers to the “teacher” course with the role “Teacher”.

• • •

Some important points: It is easy to manage if the students names on the laptops include their class, i.e. G3A Nelson Mikibue They can always change the name later using Control Panel. Another strategy is to register one class, then add them all to the correct course before moving to the next class. But we found that can lead to confusion when class name lists are inaccurate and some students are not attending that day etc.

13. Now join the teachers and students to the Site News (School news and Announcements). Click on it, select “Update this resource” and “locally assigned roles”. Add all the teachers as “teachers” and all the students in the school as “students”. After doing this, all teachers should see the “School News and Announcements” and have the ability to edit/post. Students will see the posts but cannot edit. 14. Under SiteAdmin, FrontPage > Front Page Roles • Assign the role “teacher” to all teachers 15. Check that the teachers can see the “edit files” button in the “Front Page - Site Files”, and likewise the Students can “edit files” in their “Students upload folders” . To do this, using the admin laptop: • click ‘Teachers Upload Folders” • click “update this resource” • click “locally assigned roles” and all the teachers XOs as “Teachers”, then “assign roles and save” • Repeat using the “Students Upload Folders” but add all the Students XOs with role “Teachers” (they need to be “teachers” to get the right to edit files. 16. Finally, using the admin laptop, under “Site Administration” you can change “Front Page – Courses – Presence Service” to “split by course”. This is the final step to enable the course segregation.

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Other minor customizations and advice SSH Logon If you are not too worried about security you can allow log on by SSH using simple password authentication. You can then also easily log on from a Windows machine connected to the LAN (eth1) using WinSCP. Edit the config file as follows • • • •

nano /etc/ssh/sshd_config Change “PermitRootLogin” to “yes” Change the variable "PasswordAuthentication" to “yes” Save the file using Crtl-O and Crtl-X and reboot

Now you can either use any XO connected wirelessly or wired to eth1 and in Terminal activity, type: • • •

su ssh root@schoolserver Reply yes and enter the XS root password.

Cloning the XS In PNG we were setting up servers in a central location and shipping them out with as much pre-configuration as possible. It was therefore convenient to clone the HDD from a “master”. We only tried this with identical HDDs. NOTE: This would be done BEFORE any XOs are registered on the master!!! You need: • • • • •

Any PC with the “master HDD” to be cloned inserted An external (USB) HDD case with the HDD on which the clone to be burned inserted into a USB port An internal or external CD drive with Knoppix Live CD (or any other Live CD linux) Keyboard and mouse A USB hub might be useful to plug everything in

The most predictable way (if not the most elegant) is to make sure the partitions and format is correct by installing the XS 0.6 software and then simply over writing the complete contents bit by bit using the “dd” command. NOTE: It may be possible to omit steps 1 and 2, as long as the clone HDD is identical to the master. 1. 2.

First insert the CLONE in the server and install Ubuntu Linux Now install the XS 0.6 over the top of the Linux. Don’t worry about the location etc, it will all be overwritten

3. 4. 5. 6.

Once installed, remove the clone and insert the MASTER in the server. Insert the CLONE in the IDE USB case (don’t insert it yet in the server) Insert KNOPPIX CD in the CD drive and boot the server on Knoppix Start up a terminal In the terminal type

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fdisk –l

(This will list the partitions of the master (sda1, 2, 3)

Now insert the CLONE with the USB cable. Wait a few seconds then repeat the command above, you should see the clone as well, (sdb1, 2, 3)

You can now perform the “RSYNC” operation which takes a few hours. Type the below EXACTLY (danger of overwriting the master!!!). dd bs=8192 if=/dev/sda of=/dev/sdb When you hit this, the “write” light should come on the CLONE IDE USB drive. This will take several hours.

Finally, delete a file by typing the command belows (this step may not be necessary as the hardware is identical) but try if you can. Whilst Knoppix still active and in same config (i.e. master is in server, clone on usb) and assuming the clone is sdb (check using fdisk –l)

mount /dev/sdb2 /mnt cd /mnt rm etc/udev/rules.d/70-persistent-net.rules 10. Note, we don’t need to do this to get it working, but to complete the job tidily we should also regenerate UUIDs, change the HDD devices (sdc1,sdc2,sd3) to new UUID and change /etc/fstab to the new UUIDs for the devices. But we can ignore this if the server HDDs will work in isolation. Can be done later if need be. This only affects things if two of these identical HDDs are used together in the same computer. 11. Finally, insert the clone in the server and test that it starts up. Don’t register any XOs if you don’t have the ones to be used at that school. But you can try and access the Moodle page by connecting an XO (or a PC) by connecting to the wireless or wired LAN (eth1) and then (a) with an XO, starting Browse and “local schoolserver” or (b) with a PC, starting a browser and typing http://schoolserver/. If it is working, you will see the log on page of Moodle. 12. Then run the command to rename the domain for the school where the HDD is to be used. (step 8 above)

ENDS

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