GitHub PullRequestReviewCommentEvent at 2014-07-02 21:23:10
Repository: scipy_proceedings
Actor: matthew-brett
Payload: {"action":"created","comment":{"url":"https://api.github.com/repos/scipy-conference/scipy_proceedings/pulls/comments/14484674","id":14484674,"diff_hunk":"@@ -0,0 +1,874 @@\n+:Author: Kannan M. Moudgalya\n+:email: kannan@iitb.ac.in\n+:institution: Dept. of Chemical Engineering and Education Technology Group IIT Bombay, India\n+\n+================================================================\n+Campaign for IT literacy through FOSS and Spoken Tutorials\n+================================================================\n+\n+\n+.. class:: abstract\n+\n+  This article explains an approach to promote Information Technology (IT)\n+  literacy in India, which has evolved into a pyramid structure. We begin this\n+  article by explaining the design decisions, such as the use of FOSS and\n+  being a friendly interface between beginners and experts, in undertaking\n+  this activity.\n+\n+  A Spoken Tutorial is a ten minute audio video tutorial on open source\n+  software, created to provide training on important IT topics. Spoken\n+  Tutorials are created for self learning, using the pedagogical methods\n+  developed at IIT Bombay. The spoken part of these tutorials is dubbed in all\n+  Indian languages, to help children who are weak in English, while retaining\n+  employment potential. The effectiveness of conducting workshops using spoken\n+  tutorials is explained. A total of 400,000 students have been trained in the\n+  past three years through one or more FOSS SELF workshops.\n+\n+  Students who undergo SELF workshops can create textbook companions, which\n+  contain code for the solved problems of given textbooks using a particular\n+  software. A Python Textbook Companion is a collection of Python code for a\n+  given textbook. These companions and the associated textbook, together, form\n+  a low cost document for Python in general, and the textbook, in particular.\n+  We have completed approximately 80 Python Textbook Companions and another 80\n+  are in progress. From textbook companions, the students can progress to lab\n+  migration activity, the objective of which is to migrate labs based on\n+  proprietary software to FOSS. Interested students are trained to use FOSS\n+  systems in their projects and to contribute to the development of new FOSS\n+  systems. Using this approach and Python as a gluing language, we have\n+  developed the following new FOSS systems: 1. Oscad, an electronic design\n+  automation tool, and a FOSS alternative to commercial software, such as\n+  ORCAD. 2. Sandhi, a block diagram based data acquisition for real time\n+  control, and a FOSS alternative to commercial software, such as LabVIEW.\n+\n+  The pyramid structure explained in this work helps the beginners to become\n+  IT literate. Our design solutions are especially suitable to poor and\n+  marginalised sections of the society, which is at the bottom of the social\n+  pyramid. Our efforts to create and promote the world’s lowest cost computing\n+  system Aakash is briefly addressed in this work.\n+\n+.. class:: keywords\n+\n+    Python, spoken tutorials, FOSSEE\n+\n+Introduction\n+============\n+\n+This article explains the approach we have taken to promote IT literacy\n+in India. While India has the capability to create software to help\n+improve the lives of people around the world, its citizens do not have\n+the capability to absorb it. One main reason is that India does not have\n+a good infrastructure. In addition, the economic conditions do not allow\n+our citizens in general, and students in particular, to buy expensive\n+hardware and software. Lack of good quality educational institutions and\n+good teachers compound the problem.\n+\n+This paper presents the design decisions we took to achieve our\n+objective while keeping in mind the problems mentioned above. Some of\n+the decisions have been arrived at by trial and error, while some\n+decisions, such as the use of FOSS, have been a cornerstone of our\n+efforts.\n+\n+We explain a few of our activities, such as spoken tutorial based\n+training, textbook companion activity and low cost access tablet Aakash,\n+in detail, with an emphasis on the role of Python in each of them. The\n+reason is that Python is an important FOSS system supported and promoted\n+by us. We use it extensively to glue existing FOSS tools to arrive new\n+FOSS systems. Realising its importance, our Central School Board has\n+recently introduced Python in the school curriculum.\n+\n+We explain how our approach is converting our FOSS ecosystem and the\n+resulting benefits into a pyramid structure. We conclude this article\n+with some thoughts on how we plan to take this successful project\n+forward.\n+\n+Approach and Design Decisions\n+=============================\n+\n+We started this effort in 2009 to promote FOSS, with the Indian Government\n+support and funding [nm09]_. Although there are many good FOSS systems, they\n+are difficult to use because of lack of documentation and support. If we could\n+bridge this gap, FOSS would become accessible to our students, who do not have\n+access to good software otherwise, as many of them are of proprietary in\n+nature. We also did not want to promote commercial software with tax payer’s\n+money. Our funding agency [nm09]_ had also made a policy decision to\n+exclusively use FOSS.\n+\n+It does not mean that we wanted to erect a wall between us and those who\n+use commercial software. We do work with students who only know how to\n+use the MS Windows operating system, for example. We do accept tutorials\n+that have been dubbed with Windows Movie Maker. We believe that by\n+creating a good ecosystem, we can shift proprietary software users to\n+equivalent FOSS systems. We have always wished to be an inclusive\n+project.\n+\n+We have been using simple technologies to create our instructional material,\n+as these allow school going students also to participate in the creation\n+effort. For example, we have eschewed the use of instructional methodologies\n+that help embed interaction in our tutorials. In contrast, open source screen\n+recording software, such as RecordMyDesktop [rmd]_, has limited features.\n+Nevertheless, we have made the learning effective by strict processes to\n+create tutorials [guidelines]_ and to use them, for example, the side-by-side\n+method (see Fig. :ref:`fig:side-by-side`) and SELF workshops, explained in\n+Sec. :ref:`sec-spoken`.\n+\n+.. figure:: side-by-side.jpg\n+   :alt: A side by side arrangement for effective use of Spoken Tutorials.\n+\n+   A side by side arrangement for effective use of Spoken Tutorials. The red\n+   arrow points to the video tutorial and the black arrow points to the\n+   software studied, in this case, Scilab. :label:`fig:side-by-side`\n+\n+It is our policy that even “ordinary” people can participate in our\n+project, using whatever equipment they have, and get recognised and also\n+paid an honorarium. If an instructional tutorial is some 95% good, we\n+accept it. At the beginning of the project, we found that if we insisted\n+on 100% good quality, it would necessitate the use of pin drop silence\n+quality studios, established at a cost of millions of dollars. This\n+would make the cost of spoken tutorials prohibitively expensive.\n+Moreover, our project would become an elite one, filtering most\n+“ordinary” people from participating in it.\n+\n+We also wanted our methodology to be beginner friendly. When we started\n+this work in 2009, most *Forums* that supported FOSS were quite\n+unfriendly to the questions of beginners. For example, the standard\n+answers were,\n+\n+-  First learn how to post in the forum\n+\n+-  It is already answered, check the archives first\n+\n+-  Read the instruction manual first before asking a question, etc.\n+\n+The reasons for the response given by the experts are understandable:\n+there are only a few experts to answer the questions of large numbers of\n+beginners, many of which may be repetitive. If the experts spend all\n+their time in answering often repetitive questions, when will they have\n+time to do their own work, develop the FOSS, remove bugs, write\n+documents, etc., seem to be valid questions. Nevertheless, we can\n+confidently say that only a small fraction of FOSS exploring/loving\n+beginners stay with FOSS because of the above mentioned scoldings and\n+the support structure. The system we have built is beginner friendly,\n+with enthusiastic participation from the experts.\n+\n+When we started the project in 2009, we decided to make our project a\n+friendly interface between beginners and experts. One way to do this was\n+through a *Novice Check* of the script, before creating a video\n+tutorial. Unless a script is approved by a novice, we do not accept it\n+for recording.\n+\n+We illustrate the novice check with a bash script that the author\n+reviewed as a beginner. The script asked the learner to download a bash\n+file to the current directory and to type the name of the file on the\n+console to execute it. On following the above instruction, the following\n+error message appeared: Command not found. The script writer forgot to\n+state that there should be a ./ (dot-slash) before the file name, as the\n+current directory is not in the path of beginner. After correcting this\n+mistake, the same error message appeared. The reason for this is that\n+this file is not executable. The script writer missed the following\n+statement: the downloaded file should be made executable by the chmod\n+command. These corrections were incorporated into the script before\n+recording it.\n+\n+Although the details to be addressed in our tutorials seem to be excessive,\n+the benefits are enormous. In Table :ref:`tab:workshops`, we give the total\n+number of workshops that we have conducted and the number of students trained.\n+\n+.. table:: Total number of workshops conducted and the students trained in the past three years. The methodology is explained in Sec. :ref:`sec-spoken`. :label:`tab:workshops`\n+\n+    +--------------------------------+--------------------+-------------------+\n+    | FOSS category                  | No. of Workshops   | No. of Students   |\n+    +================================+====================+===================+\n+    | C and C++                      | 1,840              | 84,728            |\n+    +--------------------------------+--------------------+-------------------+\n+    | Linux                          | 1,819              | 80,882            |\n+    +--------------------------------+--------------------+-------------------+\n+    | PHP and MySQL                  | 997                | 44,414            |\n+    +--------------------------------+--------------------+-------------------+\n+    | Scilab                         | 1,026              | 41,306            |\n+    +--------------------------------+--------------------+-------------------+\n+    | Java                           | 672                | 31,795            |\n+    +--------------------------------+--------------------+-------------------+\n+    | LaTeX                          | 771                | 30,807            |\n+    +--------------------------------+--------------------+-------------------+\n+    | LibreOffice (all components)   | 776                | 26,364            |\n+    +--------------------------------+--------------------+-------------------+\n+    | Python                         | 419                | 18,863            |\n+    +--------------------------------+--------------------+-------------------+\n+    | Total                          | 8,320              | 359,159           |\n+    +--------------------------------+--------------------+-------------------+\n+\n+\n+\n+The methodology developed by us to achieve such large numbers is\n+explained in Sec. :ref:`sec-spoken`.\n+\n+An expert who knows that their tutorial will be watched 10,000 times\n+will not mind spending a lot of effort to create outstanding\n+instructional material. Insistence on passing through a novice check\n+provides respectability to the beginner. From the expert’s point of\n+view, once it is created, all beginners can be directed to see the\n+tutorial. Finally, as we discuss next, the novice check made our\n+tutorials suitable for self learning, which in turn has resulted in\n+large scale training, as demonstrated in Table :ref:`tab:workshops`.\n+\n+The fact that a large number of people have undergone our LibreOffice\n+workshops demonstrates that we are reaching out to the clerical staff\n+and those who are at the doorsteps of IT literacy, and hence are at the\n+bottom of the pyramid.\n+\n+We ask the students who have completed our workshops to participate in a\n+textbook companion project, to be described in Sec. :ref:`sec-tbc`. As\n+mentioned earlier, we cannot progress much on IT literacy, unless all\n+our children can have an access device. We briefly summarise 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