OLPC Kosrae/sandbox

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Teacher Training Plan

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  1. Workbook Chapter 5, Teacher Training pages 19-29
  2. Workbook Chapter 8, Curriculum Integration pages 40-49

Level 1

  • Curriculum : Vision, principles, theory, background
  • Trainers: Champion teachers
  • Trainees: All teachers of Tolise PS
  • Duration: One or more half day sessions
  • Timing: Ad-hoc, as convenient. Good to do some soon to reinforce workshop trainings.

Level 2

  • Curriculum : Minimum skills, laptop literacy (workbook p24-25)
  • Trainers: Champion teachers and (if available) external volunteer expert
  • Trainees: All Tolise teachers
  • Duration: 2 weeks
  • Timing: This training is an integral part of the deployment. Must take place after all preparatory work is completed (such as installation of server, wireless, etc

Level 3

  • Curriculum : Curriculum Integration (workbook p40-49)
  • Trainers: Experienced teachers and (if available) external expert
  • Trainees: All teachers at Tolise
  • Duration: 1 week minimum (more if conducted during term time)
  • Timing: A few months after deployment
  • Note: Core team will assess the capacity of the local team to conduct this training and request external TA if required.

Student Training Plan

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Student and Parents Training, Workbook, Chapter 6 pages 30 - 33

Curriculum for Students training:

  • Minimum skills set, workbook page 32
  • Who should train the students: Th teachers (all teachers, one class at a time, teacher-student ratio of 4-5:1 is good)
  • When are they trained: immediately after teacher training, during deployment. Teachers train students as part of their own training.
  • How long: 3 days (after school sessions of 2-3 hours each) minimum, or 2 full days. A week would be best.

Note that students will rapidly learn and teach each other. They will then be able to train teachers. This should be encouraged.

Parents training

Parents training will ake place in evening sessions, lasting maybe 1 hour. The basic curriculum is to go through basic operation of the laptops and try a few activities. The children will help them further.

Community involvement

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Workbook, Chapter 7, pages 34-38

Refer to the Workbook for the essential activities:

  • Briefing the Community on the OLPC Community Principles (p38 of Workbook)
  • Setting up Community OLPC clubs and support groups (could be a local existing group or organisation)
  • Including Community representation in the local steering committee


  • Teachers weekly meetings to reflect on experience, share ideas and report to the committee.
  • Community clubs or support groups including local people and older students. Could be based in or involve the secondary school.
  • The online support forums

Curriculum Integration

This is closely related to the teacher training and content plans.

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Workbook, Chapter 8, pages 40-49

Lesson Plan Ideas from the workshop

Content Plan

Curriculum Materials

  • The Curriculum and ICT departments should discuss ways of testing the viability of providing some digitised teaching and curriculum materials.
  • These can be existing materials in PDF format, or newly created teaching resources.
  • One way would be to work with Champion teachers based in Funafuti. Fano is very enthusiastic about this. He has a Sugar on a Stick and can develop materials for the trials.

Wikieducator and OERs

  • As there is Internet access, it is possible to search the OER repositories and use them to support specific curricula.
  • Wikieducator and Wikipedia articles can be accessed and downloaded as PDFs. They can also be copied (the wikimedia code) into new pages in the OLPC Tuvalu Wikieducator section, and adapted for certain age groups or local context.

Wayne Mackintosh (founder of Wikieducator) expounds:

So for example, a teacher could re-contextualise and re-use a wikipedia article for a lesson by adapting the resource for the age level of the students or selecting those components of an encyclopaedia article which map to the particularar curriculum. It would be great to see WikiEducators experimenting with the adaptation and remix of Wikipedia articles as lesson plans or teaching materials for specific curricula. We're keen to try this under the OERNZ project here in New Zealand. (Wayne Mackintosh, concerning how Wikieducator educational resources can be reused and adapted)

Local sources of content

  • Ask other line Ministries such as Health, Sport, Youth, Culture, Fisheries to produce PDF documents for primary school, can be in local language.
  • They can also record audio materials (which can also be played on community radio). These need to be in OGG format (DL can assist)
  • NGOs like TUFHA
  • Media (news reports aimed at children)

The schools will develop their own content. For instance

  • Lesson ideas and teaching resources, worksheets, pols, memorise games, etc
  • Educational activities involving the Community Radio station, where audio materials, scripts and school news written by students are examples of the potentials

Regional sources of content

  • CROP agencies (SPC will coordinate)
  • A partnership can be built with the OER Foundation. There are moves towards this on a regional level

Open Educational Resources

  • School-Wikipedia can be downloaded and made available to the schools on DVD
  • Wikieducator, Wikiepdia and many other sources of online content
  • UNESCO, OER Foundation, COL and many other sources of Open Content

Infrastructure Plan


  • Power is available 6am-midnight.
  • Need good UPS system for the server
  • Need to design charging racks and charging system for a safe tidy classroom. Can have maximum 24 XOs charging on one extension cable. Therefore two cables would do, with power boards arranged neatly in the middle of the classroom or otherwise, to avoid trailing cables all over the floor.

School Servers

  • Decide on hardware to use.
  • The PC used in the workshop could be tested for heat tolerance and if OK could be used for the trial. However, SPC will advise on more suitable durable hardware for any scaling up.
  • The server can be located in the school office at Tolise.

Wireless Networking

  • Need 2 access points for each classroom. As long as the maximum cable run is less than 70m or so it will be fine. A small 4 or 5 port hub is needed in each classroom plus one 8 or 16-port hub/switch for the server (three hubs). These all connect to the second NIC (eth1).

Localisation / Translation of Sugar into Tuvaluan

  • Volunteers will be registered on the Sugar Labs Translate page and David can coordinate
  • Requires an hour or so per week from a few volunteers to make progress
  • Results should be revuiewed

Child Online Protection (COP)

  • The Director should request assistance from SPC


  • Develop a simple plan to collect old and inoperable XOs
  • Inoperable XOs can be used for spare parts - the Community OLPC support group with secondary students can manage this
  • Waste should be sent to Funafuti and exported in association with a plan organised through SPC
  • The Director should request advice from SPC

Local Government and NGO content partners

Regional and CROP agencies

Resource Materials and Documents

Deployment Activities with Schedule - The Roadmap

Budget analysis and estimates

Cost sharing partnerships

Regional assistance from OLPC TWG

  • COP
  • Recycling
  • TA and/or expert volunteers needed
    • Deployment with on-island level 2 teacher training
    • Level 3 teacher training input after a few months
    • Follow up workshops
  • Opportunities for OLPC team to attend capacity building events and regional forums/exchanges


  • create a new post for ICT4E officer