FOSS-VELS-OSV

From OpenEducationWiki

Table of contents
1 Introduction

1.1 About VELS - Background Information

2 The FOSS-VELS Matrix

2.1 How to contribute

2.1.1 Curriculum Template
2.1.2 Software Template

3 Core Resources
4 VELS Learning Domains

4.1 Disciplinary Learning
4.2 Interdisciplinary learning
4.3 Physical, Personal and Social Learning

5 FOSS Software

5.1 The Open Disc

5.1.1 Office and Design
5.1.2 Art and Design
5.1.3 Internet/Networking
5.1.4 Advanced Internet
5.1.5 Multimedia
5.1.6 Utilities
5.1.7 Games

5.2 Other FOSS Software

5.2.1 Sound and Video
5.2.2 Linux Live CDs

6 Networked FOSS Software

6.1 Wiki software
6.2 Word Press

7 Web Related Ideas
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Introduction

There is a great deal of Free and Open Source Software available for use in Schools. This software can be linked to each of the learning domains in the Victorian Essential Learning Standards. In 2005 Open Source Victoria published a catalog of such software. This matrix aims to connect the software to the curriculum. It contains pathways for accessing further information and engaging community support for all software listed. Examples of how it is being used in classrooms both here in Australia and around the world provides a starting point for an ongoing dialogue about using ICT in schools.

Whilst the focus is on the Victorian Compulsory School Years Curriculum, teachers from other states and countries should be able to recognise and apply these suggestions to their own local curriculum.

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About VELS - Background Information

In preparation for the development of the new curriculum, the Victorian Curriculum and Assessment Authority (VCAA (http://www.vcaa.vic.edu.au/)) commissioned a review of curriculum from 14 national and international education jurisdictions: The United Kingdom, Singapore, Hong Kong, Finland, Pennsylvania USA, Ontario Canada, the International Baccalaureate and the other Australian states and territories. The Report, entitled Curriculum Victoria: Foundations for the Future - Summary Report of an analysis of national and international curriculum and standards documents for the compulsory years (http://vels.vcaa.vic.edu.au/downloads/crp/consultationreport.pdf) (VCAA PDF), is useful for understanding the rationale behind the development of the standards.

We will not delve into the perceived merits or shortcomings of the standards approach. Our aim is to support educators considering the opportunity Free and Open Source Software presents schools in the adoption of ICT that supports all aspects of the new curriculum.

VELS specifies 16 learning domains divided into three interwoven strands and acknowledges the different learning needs of students as they progress through school from the preparatory year through to Year 10. Years 11 and 12 are not included in the VELS curriculum.

Levels 1-3 (Years Prep to Year 4) are largely concerned with building literacy and numeracy skills and developing students physical, personal and social capacities.

  • At Level 1 (http://vels.vcaa.vic.edu.au/stages/yrsprepto4/level1.html), standards are written for English, Mathematics, Health and Physical Education, The Arts and Interpersonal Development.
  • At Level 2 (http://vels.vcaa.vic.edu.au/stages/yrsprepto4/level2.html), standards are introduced for ICT.
  • At Level 3 (http://vels.vcaa.vic.edu.au/stages/yrsprepto4/level3.html), students are expected to achieve standards in Science, the Humanities, Thinking Processes, Design, Creativity and Technology, Personal Learning and Civics and Citizenship.

Level 4 (http://vels.vcaa.vic.edu.au/stages/yrs5to8/level4.html) and Level 5 (http://vels.vcaa.vic.edu.au/stages/yrs5to8/level5.html) (Years 5–8) are concerned with building 'breadth and depth' upong the foundations laid in Levels 1-3. At this stage of learning standards are introduced in the remaining domains of Languages Other than English (LOTE), History, Geography, Economics and Communication. From this level, it is developmentally appropriate for students to be supported in and expected to achieve the full range of knowledge and skills in each of the three strands.

At Level 6 (http://vels.vcaa.vic.edu.au/stages/yrs9and10/level6.html) (Years 9–10) the Standards enable schools to construct programs which include: each of the disciplines; a strong focus on developing the full range of interdisciplinary and physical, personal and social knowledge, skills and behaviours; and the capacity for students to pursue pathway-related studies which meet their needs and connect with programs the school provides in Years 11–12.

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The FOSS-VELS Matrix

Some would argue that Free and Open Source Software (FOSS) is one of the key drivers behind the knowledge economy. Google, Amazon and Yahoo are some of the biggest users of Open Source operating systems. Open Source Software gives businesses greater flexibility for resource allocation and growth pathways, and implicitly provides them with the freedom to innovate.

Free and Open Source software can provide schools and learners with similar benefits. Through a global community of developers and users, free and open source software offers educators a participatory framework of tools, rather than a consumptive framework limited to the availability of off the shelf products.

However, it is the global community that makes Open Source Software more valuable than the sum of its parts. Users are actively encouraged to participate in testing and bug reporting, and even invited to submit solutions if they have the skills to do so.

The VELS approach to curriculum opens the door for Free software because educators are seeking to integrate technology into all learning areas. Some do not have the resources, others do not have the skills, so this matrix aims to be an active resource for educators to access the community that supports Free and Open Source Software. Anyone can google this information - but one of the aims of this matrix is to support a platform for connections between the education community and foss development community.

Matrix: n. pl. ma·tri·ces (mtr-sz, mtr-) or ma·trix·es

1. A situation or surrounding substance within which something else originates, develops, or is contained:

“Freedom of expression is the matrix, the indispensable condition, of nearly every form of freedom”

(Benjamin N. Cardozo (http://en.wikipedia.org/wiki/Benjamin_Cardozo)). (dictionary.reference.com)

Many thanks to Open Source Victoria (http://www.osv.org.au/) for supporting this research. It aims to build on the success of the Free Software for Schools Catalog

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How to contribute

Help fill in the gaps. Each page follows one of these templates.

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Curriculum Template

  • 1 The Learning Domain: Paraphrased from the VELS site
  • 2 Software: List of suitable software - short description - link to software page.
  • 3 Examples: Links to stuff online - learning materials, stories, articles describing use of that software for that learning domain.
  • 4 References: Link back to the VELS site, and relevant teacher and subject associations.
  • 5 Links and Resources: Other relevant websites
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Software Template

  • 1 Features
  • 2 Frequently Asked Questions
  • 3 Online Support Forums
  • 4 Documentation
  • 5 Mailing Lists
  • 6 Screenshot
  • 7 Links and Examples
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Core Resources

The Victorian Essential Learning Standards are copyright protected and available in full from the VCAA website. VCAA provides a range of pathways to browse the standards online, or download PDFs for reading offline or printing. The dimension descriptions available in this matrix are paraphrased from the official standards. Reference should be made to the original documents. Links to each are included in each learning domain.

  • VELS by learning domain

http://vels.vcaa.vic.edu.au/essential/index.html

  • VELS by education level

http://vels.vcaa.vic.edu.au/essential/stdbylevel.html

  • VELS Sample Units

http://vels.vcaa.vic.edu.au/links/teachsuppmat.html

  • OSV Education Catalog

http://www.cybersource.com.au/about/education_FOSS_catalog.pdf or buy a paper copy from Fossed http://www.fossed.org/node/4

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VELS Learning Domains

VELS describes three strands for school curriculum from Prep to Year 10. Each strand contains specific learning areas known as domains. These domains "describe the essential knowledge, skills and behaviours KSBs students need to prepare for further education, work and life."

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Disciplinary Learning

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Interdisciplinary learning

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Physical, Personal and Social Learning

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FOSS Software

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The Open Disc

Applications on The OpenDisc (http://theopendisc.com/) and OpenEducationDisc (http://www.theopendisc.com/education/) are easily accessible - FOSS for windows is a good introduction. Download the Disk Image and burn as many copies of the disk as required to give to Teachers and Students.

Programs on the OpenEducation Disc

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Office and Design

  • OpenOffice.org - Full featured office application suite: word processor, spreadsheet, drawing, maths, database, presentation.
  • Dia - Make Technical diagrams and flowcharts
  • Scribus - Desktop Publishing Layout
  • GanttProject - Project management software
  • PDFCreator RC9 - Make pdfs as easily as 'printing'
  • Sumatra PDF - PDF file reader
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Art and Design

  • Blender - 3D digital art software
  • GIMP - Image manipulation, photo editing
  • NVU - Web page creation software - wysiwyg interface
  • Inkscape - Vector Drawing
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Internet/Networking

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Advanced Internet

  • HTTrack
  • TightVNC
  • FileZilla
  • Azureus
  • WinSCP


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Multimedia

  • Audacity 1.2.3 - Audio editing (create sound files, record and edit audio)
  • Celestia 1.3.2 - desktop planetarium
  • Really Slick Screensavers - 3D accelerated screen saver
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Utilities


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Games

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Other FOSS Software

Criteria: Preferably it should be available for Windows, MacOS and Linux.


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Sound and Video

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Linux Live CDs

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Networked FOSS Software

While some schools will be interested in the open source desktop based tools for learning, others may have a network which they would like to use to develop collaborative documents and school communities. School wide collaborative websites enable students and staff to develop a sense of their community as a whole, and to see and learn from the innovations of other students and staff. Networked tools do not necessarily need to be on the internet. They can be run as a local network website and some could be for staff only. Access to the internet could make it possible for students to log in from home and also provides a window for parents, prospective staff and students to identify with the school and its community. Some examples of network based tools and possible uses includes:

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Wiki software

Mediawiki (http://www.mediawiki.org/wiki/How_does_MediaWiki_work%3F) Wiki applications enable people to link text together by making WikiWords. These linking words make it possible to create a mesh of interrelated information. Wikipedia is the most famous example, but smaller local projects can provide the same kind of flexible communication tools for projects such as:

  • Local history website about local historical sites or changes to a neighbourhood.
  • Staff meeting minutes and action items which can be edited on a private lan site during the meeting.
  • Theatre wiki - Drama students could collaborate on a theatre project, documenting their ideas about characters they are playing, stage design ideas and issues, lighting, direction. These documents together with a video of the performance itself, could be burnt to a CD and used as portfolio items for students and staff, Something like this could also be used as a fund raiser CD for future dramatic arts projects, sent to sister schools, or even forwarded to the National Library as a publication by the school.
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Word Press

Wordpress (http://wordpress.org/) This web tool enables you to make a message based website. Wordpress includes categories for sorting messages, and an administration menu which enables different levels of editing. In many universities academics are using WordPress to enable students to participate in discussions.

For students preparing for university life developing skills in participation in these kinds of topic based online communities will be very useful. Depending on age and experience of the students the topic or the scale of the project could be changed.

  • A student could be a category, each student could be represented in the menu.
  • Pets, the categories could be different kinds of pets, students could include posts about care of animals and other issues relating to animals in their area.
  • Short (50 word) creative writing pieces on a theme/category.
  • Communicating with penpals in sister schools.

Again a school might choose to have this kind of site accessible to a class only, or to a wider community. Initial work with this kind of online community could be set up on a local network and made into a public site at the point when the school feels that the content and community have become experienced in communicating together, and have an asset to share with the wider community.

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Web Related Ideas

This section is not so much about using Open source software, as about making use of free content online and other web based resources such as Wikipedia and Google. This section will also contain links to social-networking and blogging as tools for the classroom.

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