OLPC Oceania Teacher Training Report

OLPC Teacher Training

PNG, April 2012

Trainer’s Report

David Leeming, Leeming International Consulting

for the PNG Sustainable Development Program Ltd

OLPC Oceania Technical Working Group

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OLPC Teacher Training, PNG, April 2012

Trainer’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: [email protected] or visit:

http://olpcoceania.blogspot.com

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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

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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

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• 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.

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

Intended results Strategy components Measurable Indicators Resources and remarks

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

• 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.

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)

• 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

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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

• 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


• 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.

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

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

• 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

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launching etc)

6. Policies on laptop use agreed by schools

7. Projects officially launched with community support

• Laptop usage policy posted up in school classrooms

and office

• Launching ceremonies held at remaining sites

(Oksapmin, North Fly)

XOs and servers

used as they are

intended to

improve teaching

and learning

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

• 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.

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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

1000-1030

What we will learn

BREAK 1030

1045-1230

Preparing the

laptops and server

training

Lunch 1230-1330

Overview of the

OLPC mission

Some news from Au,

Pacific and globally

Evidence of

educational impacts

in Au and globally

Objectives of this

training

Training schedule

Overview of the

OLPC training

Updating laptops

Server technical

training

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.

Teachers aware of the training content and schedule. Chance for

adjustment of schedule and streaming of teachers in groups to

reflect special needs.

Know how to

• 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

• 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

• 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

10

1330-1700

Server, videos and

mp3 and GNOME

practice

Multimedia training

The GNOME GUI

Connecting to

Internet with a

dongle

• 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

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

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.


0900-09.30

The OLPC

Australia Teacher

Training

Programme

0930-1030

Overview of the

Training Manual

1045-1230

Using the

Training Manual

1330-1700

Focus on XO

Today’s outcomes

Introduce the XO-Cert

• Overview

• Online

• Offline manual

Practice accessing manual

XO Activities training

Understand

• 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

the contents of the manual

how to use the manual

some highlighted contents of each module

Improved skills with selected activities

Confidence in using the manual to learn about the

XO Activities following the workshop

Presentation

• 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

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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.


0900-1100

Deployment

considerations

XO Activities

continued

1100-1500

Classroom

practice

1500-1700

Today’s outcomes

Reviewing the SDP

programme and

revising the

deployment plans.

How the laptops will

be used and

safeguarded

Activities training

continued

Planning for how the

XOs and servers will

be used in line with

Understand

• 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.

Today we look at deployment and Classroom Practice

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)

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Evaluate and ad-

hoc training

DAY 3 continued

educational priorities

Wrapping up and

understanding the

ongoing programme

and how to get help

Recommendations on Classroom Practice

• Discuss teacher ownership – XOs need to stay in the school

• What is our recommendation for revising the programme?

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

• 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.

.

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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 14th

totalling 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 non-

schedules 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.

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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).

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Participants

1 Elizabeth Kulno Head Teacher 72349687

2 Steven Tela Deputy Head

Teacher

73038216 [email protected]

3 Lena Ongarye Senior Teacher 72182438 [email protected]

4 Michael Kupul Senior Teacher 73647302 [email protected]

5 Alice Kokele Senior Teacher 72293146 [email protected]

6 Everlyn Ata Tela A/Teacher 73807929 [email protected]

7 Kenny Lui A/Teacher 71859747 [email protected]

8 KoineKarap A/Teacher 71622298

9 Angela Sike A/Teacher 73935732 [email protected]

10 Esther Musive A/Teacher 71210048 [email protected]

11 Karen Kiom A/Teacher 72348556 [email protected]

12 Loraine Logo A/Teacher 73009136

13 Mitchell Mare A/Teacher 72679480 [email protected]

14 Joyce Hilda Oresi A/Teacher -

School email address [email protected]

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

16

• 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

17

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

18

Workshop 2: Okasapmin (Held at oksapminHigh School)

This training took place with two full day sessionsand evenings, between April 16th

and 19th

totalling 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.


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.


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.



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.


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.

19

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

20

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

21

grammar

Group 3: Lesson plan for teaching grammar

Group 4: lesson for teaching maths

Gallery

22

Participants

Name Posting Title/ Position Phone # /

email

Prior

server

skills

1 RonhatMinmin Mitikanap Primary School Head Teacher 71658200

2 Milson Folmineng Mitikanap Primary School Senior Teacher - *

3 Timothy Sel Tekin Primary School Head Teacher 71875763

4 Robin Tandamat Tekin Primary School Deputy Head Teacher 71500252

5 TimsonHabtoll Tekin Primary School Senior Teacher 73967086 *

6 KaisonWonat Tekin Primary School Assistant Teacher 71027099 *

7 Sylvia Luky Tekin Primary School Assistant Teacher 72747303 *

8 BawiIlilin Tekin Primary School Assistant Teacher 72591832

9 Flenton Flan Tekin Primary School Assistant Teacher 73428047

10 MethlynBinan Tekin Primary School Senior Teacher 73255829 *

11 Martin Tandamat Tekin Primary School Assistant Teacher 72348419

12 Grace Qualieng Tekin Primary School Assistant Teacher -

13 Leo Nick Tekin Primary School Assistant Teacher 71027649

14 Samuel Minmin Tekin Primary School Senior Teacher 71605418 *

15 Raymond Emsi Tekin Primary School Senior Teacher 71875763

16 Simon Nimyon Tominianap Primary School Head Teacher 72019743 *

17 MahJamson Tominianap Primary School Assistant Teacher -

18 Toni Nawalin Tominianap Primary School Assistant Teacher 71893713 *

19 Minenu Ono Tominianap Primary School Assistant Teacher 72187921 *

20 Rex Matuson Tominianap Primary School Assistant Teacher 72019743

21 MattyBitel Bak Primary School Senior Teacher 73052339 *

22 Donwil Frim Bak 2 Primary School Assistant Teacher 72047564

23

Workshop 3: North Fly Schools – Callan Services, Kiunga

This training took place with three full day sessions and two evenings, between April 23rd

and 25th

totalling

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.


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.


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

24

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.



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).


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.

25

The activity

Group 1: The Challenges/issues

Group 2: Priorities

26

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)


• Communities not supportive of the programme (eg stealing)

• Teachers computer illiterate

• Teachers transfered

• No rules/guidelines concerning use of laptops

Strategies developed

27

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

28

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)

29

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

teacher’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 – i.e. at launching etc)

30

Teaching and Learning strategy

2. 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

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 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 session’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

31

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 one’s name)

- authentic assessment

- measuring children’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

32

Lesson plan format – example

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

33

34

35

36

Gallery

37

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

1 = Agree strongly

2 = Agree somewhat

3 = Unsure

4 = Disagree

Any comments

I understand the global

context and potential

educational outcomes of

OLPC

• Needs more training

• Very clear

I am able to prepare my

laptop to access the

Training resources (Re-

installing, connecting,

registering, aware of

need to install video

codec)

• Self learning

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)

0

2

4

6

8

10

1 2 3 4

0

2

4

6

8

1 2 3 4

0

2

4

6

8

10

1 2 3 4

38

I understand the purpose

and contents of the

school server and am

able to access and use it

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

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

• I really needed this

I feel equipped with

strategies to empower

the students and help

them to gain maximum

benefits

• Not really (Wesley)

• According to each

child’s level of

ability (Doris)

0

5

10

15

1 2 3 4

0

2

4

6

8

1 2 3 4

0

2

4

6

8

10

1 2 3 4

0

2

4

6

8

10

1 2 3 4

39

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)

I know how to seek help

and advice should it be

needed.

• Sure and propose to

do so

• Very much (Doris)

The training was useful

and well organised and

presented

• 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 self-

learning commitment. (Doris)

0

2

4

6

8

10

1 2 3 4

0

2

4

6

8

10

12

1 2 3 4

Series1

0

2

4

6

8

10

12

1 2 3 4

Series1

40

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 No

Robert Mark Finalbin Primary School TS03 76645039 Yes No

August Kasim Dome Primary School TS02 - No No

Paul Ralph Dome Primary School TS02 73993153 No No

Dine Tren Matkomnai Primary School TS02 73748974 Yes No

Len Moses Tapko Community School TS02 - Yes No

Logan Samuel Tapko Community School TSO2 - Yes Yes

Robert Baisim Tapko Community School Head Teacher/TS03 73749617 Yes Yes

Ruth Lunge Yenkenai Primary School Head Teacher 73237978 No Yes

Micky Smith Koivi Rumginae Primary School TS03 73252197 Yes Yes

IsawaMusi Rumginae Primary School Head Teacher/TSO4 71719748 No Yes

Cosmas Anton Callan Services TS03 6491304 [email protected] Yes Yes

Doris Amboman Callan Services TIC/TS04 6491304 [email protected] Yes Yes

Kevin Joseph Overseer N/A 71712454 [email protected] Yes Yes

Wesley Nicko Kungim Primary School TS02 71888919 No Yes

Dickson Yarokam Kungim Primary School TS03 Senior 73748743 Yes 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.

David Leeming – CC BY SA - 42 - OLPC Teacher Training in PNG, April 2012

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


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


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)


o Directly as a planned activity using specific XO Activities

o To engage and motivate students

o 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

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.


• 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

2. 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.

3. 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/

4. 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.


• 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.

5. 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.

2. 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

3. 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”.

4. 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

5. 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 )

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

7. 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.


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

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

cp –r –f * /library

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


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.


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

2. 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”

3. 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)


o Save

4. Add block – Messages

5. Add block - Courses

6. 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 http://schoolserver/Schools-Wikipedia

• UNESCO-2008 URL http://schoolserver/UNESCO-2008

• Regional resources from SPC URL http://schoolserver/SPC

• Contunue...... to add all Aliases

7. 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

8. 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”.

9. 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)


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.


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. First insert the CLONE in the server and install Ubuntu Linux

2. 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. Once installed, remove the clone and insert the MASTER in the server.

4. Insert the CLONE in the IDE USB case (don’t insert it yet in the server)

5. Insert KNOPPIX CD in the CD drive and boot the server on Knoppix

6. Start up a terminal

In the terminal type


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

7. 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)

8. 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.

9. 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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