From kde-edu  Sat Aug 17 10:30:58 2002
From: arnold.kraschinski () t-online ! de (arnold)
Date: Sat, 17 Aug 2002 10:30:58 +0000
To: kde-edu
Subject: Re: [kde-edu]: KDE-Edu StyleGuide - Structure
X-MARC-Message: https://marc.info/?l=kde-edu&m=102958038824463

Hello Michael,

I think your list is good. Where do you want to collect and present the=20
results?


> 1) Introduction
> =09- Why a Styleguide for Edu-Apps?
=09
I think there shouldn't be too much guidelines because educational=20
applications aren't an operating system. If a system has a style this mak=
es=20
sense. It is different with educational applications. If they all look th=
e=20
same it might be boring. I think different looks would be more interestin=
g.

> =09- Terminology
>
> 2) Basics
> =09- What is Edutainment?

I don't like this word because there is entertainmet in it. It seems to m=
e=20
that this word pretends that you can learn without doing something. That =
the=20
learner could be passive. Whereas learning theorie shows that it is an ac=
tive=20
process. It is often hard work. But it is work that can be fun too.

> =09- Target Groups (children, schools, adults)
> =09- Special Requirements on Edu-Apps
> =09=09- Didactics

Should be discussed for each application. I tried this for KBruch on 8.8.=
02.=20
When I wrote this I didn't only want to make a list of possible exercises=
, a=20
feature request. It should be the way of learning. Maybe this wasn't clea=
r=20
enough.
If fractions are invented in school you work with concrete objects like p=
arts=20
of fruits or chewing gums or with other real things. Computers cannot hel=
p in=20
this step. (I hope that teachers don't make experiences like: Hey teacher=
, I=20
have a fraction here. Do you want to see the half of my keyboard?)
The next step would be the graphical representation of the real objects. =
For=20
this step exercises are possible. Like pictures of fruits, cakes, circles=
,=20
rectangles where the pupil has to say what part of the object can be seen=
=2E
At the end are the abstract operations with fractions as a number without=
 a=20
corresponding representation as part of a real object. Most of the exerci=
ses=20
will belong to this step like +, - ... and expressions with fractions.

Didactical concepts would help to find what kind of exercises should be=20
included in the programs.

> =09=09- Visuals
> =09=09- Sound

If it is an application that is intended for schools it should be possibl=
e to=20
use the application without sound. And the application should still be=20
interesting if the sound is switched off. It sounds like an amusement arc=
ade=20
if fifteen computers have different sounds and you do not have enough=20
earphones.=20

> =09=09- Gameplay



> 3) User Interface
> =09- General (different modes, mode-switching,...)
> =09- Children-Apps
> =09=09- System (kicker, taskbar, special-accounts, fullscreen,....)
> =09=09- Windows (sizes, resolutions, menubars, toolbars, dialogs, splas=
h,....)
> =09=09- Colours (default-kdedu-scheme?, general recommendations)
> =09=09- Fonts (sizes, styles,...)
> =09=09- Images and Animations
> =09=09- Menus (simplified, special menu-structure-standard,....)
> =09=09- Buttons (special widgets,...)
> =09=09- Input (keyboard/mouse usage, simplifications?, special
> mouse-pointers...) - Feedback (visual, acoustic,....)
> =09- Adult-Apps
> =09=09- similar, but probably fewer points, than in Children-Apps
>
> 4) The kdeedu-Library
> =09=09- Introduction
> =09=09- UI-Elements (widgets,...)
> =09=09- Reward-System (kfeeder,...)

KFeeder is something that is more interesting for younger children. For o=
lder=20
ones maybe puzzles wouls be interesting. With a correct solution on more=20
piece is displayed. It should be easy to use new pictures for such a thin=
g so=20
that the teacher or the pupils can easily scan photos of an actual pop gr=
oup=20
or stars of soap operas and use them in the program.


> =09=09- Scoring-System
> =09=09- ..... (?)
>
>
> Of course we have to talk / find an agreement about all the
> details/answers..... But what do you think about the structure in gener=
al?
>
> servus,
> Michael
> _______________________________________________
> kde-edu mailing list
> kde-edu@mail.kde.org
> http://mail.kde.org/mailman/listinfo/kde-edu

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