I think the original concept is more like a steadily evolving bag of bits
than something created from scratch; closer to what DNA editors do with
CRISPR in microbiology today. Of course, without the ethical issues.

Regards .. Subbu

On Tue 24 Jul, 2018, 11:09 AM H. Hirzel, <hannes.hirzel at gmail.com> wrote:

> Hi Hilaire
>
> The Dynabook concept is often linked to the Etoys concept and
> implementation.  I think it is important that you remind us that Etoys
> is constructivism oriented and as such is not the only learning model.
> So it actually results in the conclusion that the field of application
> of the Dynabook idea is much wider.  In the sense of  a 'Dynamic book'
> read and used on an electronic device.
>
> A question then is
>
> Do we think of a 'Dynamic note book'?
>
> A note book comes with initially blank pages and this is what the
> current Squeak/Pharo/Cuis releases represent at the moment.
>
> If the answer is 'no' as I understand you it means that
>
> a) dynamic essays have to be written by teachers and the students read
> them and use the animations to explore the field of a particular
> topic.  [1]
>
> b) the teacher on the other side may rely on a collection of dynamic
> essays - or we may as well say - 'lessons' or 'teaching units'  to
> choose what to present to the students.
>
> c) a dynamic book may be used for self study of a topic. That means
> that the student selects for a possibly large collection of dynamic
> essays what to study and learn
>
>
> What does 'writing a dynamic essay' mean?
>
> As with traditional text book writing there is
> a) formatted text and
> b) graphics. What comes in addition are
> c) short scripts relying on existing material to produce graphics and
> animations.
> d) sound
> e) video
>
> Then a last question which I think should be investigated thoroughly
> be looking also at past efforts.
>
> What makes such an endeavour successful?
>
> As a contribution towards an answer I have
>
> a) "ease of use".
>
> - This is mostly about the language and DSL used for scripting
> - And for this to happen it also means that there is a considerable
> collection of examples.
>
> b) availability of a "lesson / teaching units collection" .
>
> In terms of downloads, your Dr. Geo implementation of a Smalltalk
> based scripting environment for producing teaching and learning
> artifacts is successful. So the question may as well be
>
> "What will make it MORE successful?"
>
> --Hannes
>
>
> [1] In terms of implementation  _one option_ is that the content is
> assembled in the Smalltalk environment and  then an exported version
> in HTML/CSS/JavaScript is produced to be read on the web.
>
>
> On 7/20/18, David T. Lewis <lewis at mail.msen.com> wrote:
> > Hilaire,
> >
> > I see, it makes perfect sense now. I am looking forward to more of
> > your writings :-)
> >
> > Dave
> >
> > On Fri, Jul 20, 2018 at 10:41:28AM +0200, Hilaire wrote:
> >> Hi Dave,
> >>
> >> Regarding the teachers, you are right they were involved :) I used Etoys
> >> with students too, and wrote Dr. Geo for it and some other small Etoys
> >> controllable artifacts.
> >>
> >> What I have in mind in this latter writing is a different form of
> >> teacher oriented support/care/attention.
> >>
> >> By teacher support, I think about contents artifacts a teacher can use
> >> to directly support her/his teaching, whatever the used *teaching
> >> model*. Etoys is very constructivism oriented and I think it restrains
> >> too much its use case. Sometime the teacher just want to demo a concept
> >> with a computerized simulation - as it can be done in geometry with
> >> Dr.Geo. Computerized models/micro-world like theses are very
> >> useful/practical to teacher, to quickly set up a demo or an activity. If
> >> it takes too much time to set up such activities, most teachers will not
> >> do it. Some other time, a teacher may just want to build quickly a drill
> >> activity with embarked computerized model/simulation.
> >>
> >> All this kind of support were missing in Etoys, because Etoys is
> >> children oriented, not teacher oriented. This is roughly what I mean in
> >> my article conclusion. I planned to elaborate more on other writings.
> >>
> >> Years ago (around 2010) I exposed very briefly this position to the
> >> Etoys fellows. But I was then occupied by other activities.
> >>
> >> Thanks
> >>
> >> Hilaire
> >>
> >>
> >> Le 19/07/2018 ?? 18:58, David T. Lewis a ??crit??:
> >> > Regarding teachers, I had the impression that teachers were very
> active
> >> > and involved in the Etoys project. I recall from that mailing list
> >> > (http://lists.squeakland.org/pipermail/etoys-dev/) that much of the
> >> > discussions came from teachers, and the people doing development
> seemed
> >> > to be focused on supporting them. Maybe someone who was involved in
> the
> >> > project can comment further, but that was my impression.
> >>
> >> --
> >> Dr. Geo
> >> http://drgeo.eu
> >>
> >>
> >>
> >
> >
>
>
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