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\title{Pocket Debian, in my school} \author{Georges Khaznadar
  $<$\texttt{georgesk@debian.org}$>$} \institute{Lycée Jean Bart -- association: AFUL -- association: APRIL -- association: OFSET -- Debian Developer}
\date{June 2018}
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\begin{document} 

\begin{frame} \titlepage
\end{frame}

\begin{frame} \frametitle{Table of contents}
      \tableofcontents 
\end{frame}

\section{Computer usage in my school}
\subsection{Teachers' points of view}
\begin{frame} \frametitle{Computer usage: teacher side}
  \begin{wrapfigure}{L}{0.3\textwidth}
    \centering
    \img[width=0.25\textwidth]{img/La-salle-des-profs}
    {\tiny \HREF{https://www.lejdd.fr/Culture/Theatre/La-salle-des-profs-au-Theatre-Le-Brady-a-Paris-572591-3208265}{La salle des profs, Théâtre Le Brady}}
  \end{wrapfigure}
  To know whether something is useful, just break it, and wait a minute.

  As I assume some responsibility in the school network, when something
  is broken, I am among the first persons called. Here is a list of
  complaints of colleagues, in order of decreasing importance:
  \begin{enumerate}[<+->]
  \item I cannot take the attendance (... and other administativia)
  \item I cannot access Internet
  \item The computer is way too slooooow
  \item I cannot print the PDF file
  \item I cannot read my USB stick
  \end{enumerate}
\end{frame}

\subsection{Students' points of view}
\begin{frame} \frametitle{Computer usage: student side}
  \begin{wrapfigure}{R}{0.3\textwidth}
    \centering
    \img[width=0.25\textwidth]{img/salle-b02}
    {\tiny \HREF{https://www.lyceejeanbart.fr/spip.php?article8}{room C203, lycée Jean Bart}}
  \end{wrapfigure}
  The spectrum of complaints from students has a richer set of colors:
  \begin{enumerate}[<+->]
  \item Nothing works
  \item My password never works
  \item The computer is way too slooooow
  \item Where is the application?
  \item All my work suddenly disappeared
  \item How can be this computer so old?
  \end{enumerate}
\end{frame}

\subsection{GNU/Linux \emph{vs} MS-Windows}
\begin{frame} \frametitle{Computer usage: the OS issue}
  \begin{wrapfigure}{R}{0.3\textwidth}
    \centering
    \img[width=0.25\textwidth]{img/freeduc1-5-sshot6}
    {\tiny \HREF{http://www.linuxpedia.fr/doku.php/freeduc-ecole}{Freeduc-Écoles}}
  \end{wrapfigure}
  I have been pushing Gnu-Linux solutions in my school for years,
  with few success. There has been a room equipped with Linux thin
  clients between years 2005 an 2010, to teach ``Physical measurements
  \& Computer science''. This curriculum disappeared in year 2010, so
  there came more than the four colleagues used to Linux-based computer.
  The other colleagues immediately asked to pay for Windows licenses,
  rather than using those ``foreign machines''.
\end{frame}

\begin{frame} \frametitle{Computer usage: the OS issue}
  \begin{wrapfigure}{R}{0.3\textwidth}
    \centering
    \img[width=0.25\textwidth]{img/freeduc1-5-sshot2-sm}
    {\tiny \HREF{http://www.linuxpedia.fr/doku.php/freeduc-ecole}{Freeduc-Écoles}}
  \end{wrapfigure}
  Now, since the worldwide spread of Android, colleagues accept easier to
  consider that there is more than one OS in the universe. However,
  they are still claiming to buy MS-Office licenses for the teacher's
  room computers, even if all of the computers available for students
  come with LibreOffice. We can suspect that Microsoft's program to
  provide free (as in free beer) licenses for teachers has got a long
  success.
\end{frame}

\section{Freeduc-USB}
\subsection{Fifteen years ago}
\begin{frame} \frametitle{Freeduc-CD}
  \begin{wrapfigure}{R}{0.3\textwidth}
    \centering
    \img[width=0.25\textwidth]{img/The-Freeduc-cd_3}
    {\tiny \HREF{https://linux.softpedia.com/get/System/Operating-Systems/Linux-Distributions/The-Freeduc-cd-2022.shtml}{Freeduc-CD 1.5}}
  \end{wrapfigure}
  Among the oldest bootable media based on GNU-Linux, you can count
  with \HREF{https://fr.wikipedia.org/wiki/Freeduc#Historique}{Freeduc-CD}.

  It was a bootable CD-ROM, with an educational distribution, made by
  members of the association OFSET, from year 2002 to year 2007. The more
  successful release, Freeduc-CD 1.5, has been downloaded more than 100,000
  times in year 2005.

  From the feedback, we could learn that its most sensible advantage was to
  empower schools with outdated computers to access rock-solid applications,
  in a virus-safe environment.
\end{frame}

\begin{frame} \frametitle{Freeduc-USB}
\subsection{Nowadays}
  \begin{wrapfigure}{R}{0.3\textwidth}
    \centering
    \img[width=0.25\textwidth]{img/cle-freeduc-usb}
    {\tiny \HREF{https://usb.freeduc.org/fr/index.php}{Freeduc-USB, first release}}
  \end{wrapfigure}
  For ten years now, bootable USB sticks are more convenient than DVD-ROMS,
  because one can save one's environment and one's work on the same medium.
  So Freeduc-USB inherited the work done so far.
  See \HREF{https://usb.freeduc.org}{https://usb.freeduc.org}

  Currently, Freeduc-USB is a derivative of KNOPPIX, due to Klaus Knopper,
  which maintains this custom Debian distribution regularly. It is
  remastered at a deep level (the file system is uncompressed, updated,
  reworked, and then compressed again).
\end{frame}

\subsection{Students take it easy}
\begin{frame} \frametitle{Students' reactions}
  \begin{wrapfigure}{R}{0.3\textwidth}
    \centering
    \img[width=0.25\textwidth]{img/eleves-mpi}
    {\tiny \HREF{https://www.lyceejeanbart.fr/}{Students, year 2012}}
  \end{wrapfigure}
  When my students use the USB stick for the first time, they must
  understand how to boot the computer with it. It is not a big problem in
  the school, since I can configure boot parameters of the computers, and
  in most case, they just need to plug the stick in before starting the
  computer.

  As far as I could watch, the adaptation time of my students to the new
  environment is roughly 20 seconds, far from the average time recorded
  with colleagues. In the late 2005, they used to say that ``the Windows is
  a bit strange''; nowadays, they are proud to recognize Gnu-Linux.
\end{frame}

\begin{frame} \frametitle{Students' reactions}
  \begin{wrapfigure}{R}{0.3\textwidth}
    \centering
    \img[width=0.25\textwidth]{img/eleves-mpi}
    {\tiny \HREF{https://www.lyceejeanbart.fr/}{Students, year 2012}}
  \end{wrapfigure}
  As they generally succeed to do the assigned work, they are proud to
  hear that they are officially becoming \emph{``hackeurs''} and
  \emph{``hackeuses''}.
  
  Girls appreciate to hear that word in its French feminine form.
\end{frame}

\section{Science lab}
\subsection{Educational applications}
\begin{frame} \frametitle{Scientific applications for schools}
  \begin{wrapfigure}{R}{0.3\textwidth}
    \centering
    \img[width=0.25\textwidth]{img/educ-apps}
    {\tiny \HREF{https://usb.freeduc.org/}{Educational applications}}
  \end{wrapfigure}
  If we talk about simulations, demonstrations, etc., there is no need to
  use particular applications stored in a computer: most interesting
  resources are currently available on Internet.

  Let us begin with a short tour of a few specific applications which
  are doing simulations:

  \begin{enumerate}[<+->]
  \item pyacidobasic
  \item jonglage
  \item pymecavideo (however, this one is rather about measurement)
  \end{enumerate}
\end{frame}

\begin{frame} \frametitle{Experiments application}
  \begin{wrapfigure}{R}{0.3\textwidth}
    \centering
    \img[width=0.25\textwidth]{img/Galileo_Galilei_at_his_trial_Wellcome_V0018717}
    {\tiny \HREF{https://en.wikipedia.org/wiki/Galileo_affair}{Galileo Galilei at his trial}}
  \end{wrapfigure}
  The difference between science and faith is that in science, you are
  allowed to experiment. So, it is most important to use free/libre software
  in science, as students must be able to experiment with everything.

  The image illustrates a historic trial ``Faith \emph{vs} Science'',
  which took place in Italy around year 1610.

  The Holy Office used books which are far from freely licensed. Galileo
  Galilei, on the contrary, released his source: people were invited to
  ``recompile'' it.
\end{frame}

\subsection{Actually experimental science}
\begin{frame} \frametitle{Experiments application}
  \begin{wrapfigure}{R}{0.3\textwidth}
    \centering
    \img[width=0.25\textwidth]{img/Front}
    {\tiny \HREF{http://expeyes.in/}{ExpEYES-17}}
  \end{wrapfigure}
  We already saw \emph{pymecavideo}, which is mostly used to make measurements
  on video records.

  Now, let us have a look at
  \HREF{https://packages.debian.org/buster/eyes17}{ExpEYES}, which requires a
  small embedded system released as free hardware
  (\HREF{https://www.ohwr.org/licenses/cern-ohl/license_versions/v1.2}{Cern OHL}).
  
  This features a four-channel oscilloscope, coming with a few programmable
  wave generators, and more ...
\end{frame}

\subsection{Teaching computer science}
\begin{frame} \frametitle{Programming environment}
  Students who have to learn coding and programming quickly learn that
  Gnu-Linux is made by hackers, for hackers. You can find acute tools,
  and with Debian, libraries are one ``apt install'' away. When my
  students use Windows, they edit programs with NotePad++; the USB stick
  provides Geany, correctly configured to run Python3 as a Python language.

  However, to feel the advantage which comes with Debian, they must
  become proficient enough in computer science. When they are assigned simple
  examples of programs \emph{like in many textbooks},
  and want to reproduce them,
  any environment is correct, and they rather use the environment which they
  knew better. Most of my students who got a benefit with Freeduc-USB
  were involved in non-trivial projects.
\end{frame}

%\section{Credits}
\begin{frame} \frametitle{Credits}
  \imgref{img/La-salle-des-profs} \licencePubDom by Théâtre Le Brady, Paris. See \HREF{https://www.lejdd.fr/Culture/Theatre/La-salle-des-profs-au-Theatre-Le-Brady-a-Paris-572591-3208265}{https://www.lejdd.fr/...}

  \imgref{img/salle-b02}  \licencePubDom by Lycée Jean Bart, Dunkerque. See \HREF{https://www.lyceejeanbart.fr/spip.php?article8}{https://www.lyceejeanbart.fr}

\imgref{img/freeduc1-5-sshot6} \licenceGFDL, author: G Khaznadar. See \HREF{http://www.linuxpedia.fr/doku.php/freeduc-ecole}{http://www.linuxpedia.fr/...}

\imgref{img/freeduc1-5-sshot2-sm} \licenceGFDL, author: G Khaznadar. See \HREF{http://www.linuxpedia.fr/doku.php/freeduc-ecole}{http://www.linuxpedia.fr/...}
\end{frame}

\begin{frame} \frametitle{Credits}
\imgref{img/The-Freeduc-cd_3} \licenceGFDL, author: H Fernandes. See \HREF{https://linux.softpedia.com/get/System/Operating-Systems/Linux-Distributions/The-Freeduc-cd-2022.shtml}{https://linux.softpedia.com/...}

\imgref{img/cle-freeduc-usb} \licenceGFDL, author: G Khaznadar. See
\HREF{https://usb.freeduc.org/fr/index.php}{https://usb.freeduc.org/}

\imgref{img/eleves-mpi} \licenceGFDL, author: G Khaznadar, in the science lab.

\imgref{img/educ-apps} \licencePubDom, author: G Khaznadar, screenshot of the Educational menu.

\end{frame}

\begin{frame} \frametitle{Credits}
\imgref{img/Front} \licencePubDom, author: Jithin B.P. See \HREF{http://expeyes.in/}{http://expeyes.in/}

\imgref{img/Galileo_Galilei_at_his_trial_Wellcome_V0018717} \licencePubDom,
author: \HREF{http://wellcomeimages.org/}{Wellcome Images}, also available
at \HREF{https://commons.wikimedia.org/wiki/File:Galileo_Galilei_at_his_trial_Wellcome_V0018717.jpg}{https://commons.wikimedia.org/}
\end{frame}

\end{document}
