free knowledge model
How it affects the student population, from kindergarten to secondary school teachers through
Index
1
2 3 4
5
1 Theoretical framework to explain a bit about free software
why it is important to educate
http://wiki.gleducar.org.ar/wiki/Razones_para_usar_software_libre_en_educaci% C3% B3n
http://wiki. gleducar.org.ar / wiki / Comparando_modelos_educativos
In this study attempts to show the following:
- That there is another possible model of teachinginformation and education in general.
- What this model fits naturally with free software. Not mean there are not excellent teachers who teach with MS Windows (the most popular proprietary software, but not only) or free software employing mediocre educational tool. But the natural way for a good lesson plan is to use free software.
- Using Free Software does not guarantee anything if you do not change the patterns that are typically associated with proprietary software.
| model akin to the proprietary software model | related to Free Software |
|---|---|
| and is T each tools. Example 1: FrontPage is taught. Example 2.: It teaches how to use Microsoft Access | are taught basic concepts that serve as the basis for using tools . Example 1: It teaches how to use HTML. Example 2: This shows what a database and how to use them. |
| depends certain tools. Example: It teaches you save a file in Word. | education depends on the fundamentals rather tools. Example: It teaches you save a file. This concept to certainvariants as applied to other office tools. |
| It relies primarily on the basis of learning, visual. Analytical learning rejecting . Example: students are taught to remember the toolbars | programs are taught so that the visual will accelerate the analytical concepts acquired . Example: Open a program is executing a command, which means that one does not depend on whether they have deleted the desktop icon or menu. If you know what it means to run a command and know how to do it, we can adapt to different configurations. |
| all depends on software supplier. Consciously or unconsciously takes students to a dilemma that is prohibited from copying or using software or costly licensing fees. | Free software is accessible to all. Do not depend on a particular company . |
| It works primarily on the basis of solving products. Example: How to fix bugs (defects) of Microsoft Outlook. | raise is based on solutions to new challenges . Example: Some years ago, despite having a free operating system with an excellent performance, there was not user-friendly applications for nontechnical users. OpenOffice.org is an example of how a community of end users, developers and businesses can work together for a friendly office suite and solid. Educational institutions should encourage collaborative work so that students can make contributions to the community. Move from having a passive consumer role prousuarios. |
| model is encouraged I win, you lose . | fosters a collaborative model I win, you win . That is, a win-win model . |
| model development is in hiding, and preclude access to the source code . Ie hides the drug formula. | The development model is based on sharing the source code programs, this software allows for progress through community cooperation. |
| is to believe that the main story goes through a certain company . | scientific method is applied to data . |
Also:
| With proprietary software with free software | |
|---|---|
| Each workstation should be reasonably modern, with high memory requirements, processor and disk, and must be maintained individually (upgrades, installations, virus). | The workstations can be recycled equipment second hand very cheap, used as "thin clients" of a single modern machine per school, which provides the resources to run swiftly. The workstations do not require administration. |
| I need to purchase expensive licenses for the software on each workstation. Even ifthey were "donated", these donations are limited to certain products, and do not include required updates, which can become a serious problem in a relatively short time. | have a huge collection of programs that can be used legally without any monetary outlay, and constantly adding new programs under the same conditions. |
| At best, we can only have a program for each class (word processor, spreadsheet, WWW browser), so that students are exposed to only one way to do things. So just learn to use programs from a single brand, in a mainlyoperational entity. | We include several programs in the curriculum of each class, so students learn to abstract the task of concrete mechanism which takes place in a given program. This helps them learn new software later, as they have acquired functional knowledge, and not merely operational. |
| acceptance of licensing conditions, often complex, draconian and designed with the express purpose of preventing the spread of knowledge encapsulated in the programs, opens the door to a myriad of problems such as external audits provider's discretion, uncertainty about compliance with those conditions, andcontrol of the activities of staff and students. | The licensing conditions are clear, simple to perform, require no supervision, and are designed to encourage the dissemination of ideas and mechanisms embodied in the programs. |
| programs are only available in the languages that the owner decided to support, which often do not include Castilian, and almost never include minority languages. | Even the programs that are not available in the target language can be translated by stakeholders without conflicting with the license. |
| Students who wish touse the software outside the school must acquire licenses on their own, and accept the terms of the license. | We give each student the number of copies is required for all software used for education, for use at home or at work. |
| The school must become a body for monitoring compliance with licensing, training in the use of technologies, but without providing any other way to access them. | The school is also a place of learning, a center of technological diffusion, providing appropriate technological solutions to their reality-based organizations barrial in their area of influence, such as SMEs, cooperatives, NGOs, etc., reinforcing its role of dissemination of socially useful knowledge. |
| continue in the vicious circle in which companies and organizations can take advantage of free software because they perceive a lack of trained personnel, and people are trained in proprietary software because it is what companies need. Thus, the education system is investing public money to assist certain businesses maintain high entry barrier to competition and to preserve its monopoly position in the market. | We break the circle, forming students under their knowledge workly not merely operating can quickly adapt to proprietary software, if necessary, but can also lead free programs to businesses and organizations. |
| promote the use of tools that the student can not appropriate directly or indirectly, whose licensing conditions expressly prohibit you learn how they work, thus relegating the role of mere consumers. | Students learn tools that can do so themselves as you wish, including not only the ability to use, but also to dismantle them, recombine, establish and improve them. |
| Students experience the software as an entity ajenot designed and created in a cultural, social and economic completely different from itself, by big corporations that dictate what programs should be on every computer, and how they should behave, according to its trade agenda rather than real needs each user. | Students see the software as the element that is dynamic and changing, and they work with programs developed as a community effort by thousands of people like them to meet their own needs, and preserving the right of each to choose which programs you use and what not, and how they should behave in each of them. |
| We must teach students that thesoftware they use should not be shared with anyone, because it is a crime, and that is normal and acceptable to waive the right to solidarity in exchange for a little personal comfort. | We teach students that solidarity and sharing are also positive social attitudes in the software world, and there are ways to copy and share freely without violating the law. |
Therefore:
- Moving from proprietary to free software is much more than changing a computer platform. If it is consistent with the philosophy of free software, the principles of cooperation and research, must be present. If the docent
- and was embedded for many years by the proprietary model, the most common is that they cost somewhat teach based on free software.
How do to overcome this problem?
There is no magic solution. Is done with awareness and training. Is to show that another model is possible.
2 Scenario
talk a little about the school
place, level, society, etc. 3 Issue
such as the adaptation of each level, experience
Module 4 Concepts
and potential next zd
vs. rote learning Ausubel
meaningful learning: prior knowledge
eq, imbalances and conflicts C
0 comments:
Post a Comment