Updated Discussion on Dynabook (markdown)

Discussion-on-Dynabook.md

@@ -105,9 +105,17 @@ is for both teacher and learner.
 
 This is too generic, all constructivist educational software since Papert and Kay would be included. What's new? What's different now? Do you have anything to say about why the older proposals didn't succeed?
 
-**---HF**: I don't subscribe to the idea of constructivism, it is most of the time an ineffective teaching model. Read my article [Dynabook and its learning models](https://gnu-drgeo.blogspot.com/2018/07/the-dynabook-and-its-learning-models.html).
+**---HF**: These are slide titles of my speech, of course it can't be precise... Please read the [relevant document for details](https://github.com/hilaire/dynabook/tree/main/resources/doc/DynabookApp) which I copy the introduction below :
 
-To be honest I am neutral to the teaching method, all approaches should be equally accessible. I prefer to think of dynamic knowledge media inserted in a _traditional notebook_. It will encourage both reading and writing while manipulating media to foster learning. Depending on how the teacher will arrange its contents and learning activities, one or several specific learning models will be engaged. In another learning activities, the same teacher may design differently its activities with other learning models engaged. This is what happens in the classroom, teacher are not stuck to one learning model.
+> The cash register is a boring computer designed for efficiency. The Dynabook, both software and hardware, wants to bring this efficiency to teachers and students to manage their job of teaching and learning.
+> The Dynabook App is the main user application of the Dynabook device. It is through this app that teachers and students interact the most. Its features are interconnected to maximize user comfort and to save time. It anticipates the needs of the user according to their location and time of use, at home, school, in which class, and with which students.
+> The pedagogical documents are based on hand annotated pdf documents (with a stylus) and interactive Morphs plugged in when needed. These documents are organized in topics and binders. The plugged Morphs are retrieved from existing libraries or user coded, both are Smalltalk written. The administrative contents are organized in objects described in the Objects chapter, Administrative section. The pedagogical objects are described in the Pedagogical and Document sections.
+
+I never mention contructivism, but we can discuss about it if you want. First at all, I don't subscribe to the idea of constructivism, it is most of the time an ineffective teaching model. Read my article [Dynabook and its learning models](https://gnu-drgeo.blogspot.com/2018/07/the-dynabook-and-its-learning-models.html).
+
+To be honest I am neutral to the teaching methods, all approaches should be equally accessible, this is the the freedom of the teacher. The Dynabook should not interfere with that. After all, a notebook doesn't dictate how a teacher is conducting her job.
+
+I prefer to think of dynamic knowledge media inserted in a _traditional notebook_. It will encourage both reading and writing while manipulating media to foster learning. Depending on how the teacher will arrange its contents and learning activities, one or several specific learning models will be engaged. In another learning activities, the same teacher may design differently its activities with other learning models engaged. This is what happens in the classroom, teacher are not stuck to one learning model.
 
 The older proposals failed because it was not teacher centered but learner centered with a lot of romance. You want a system to be centered around its main prescriptor, the teacher. This is why in the Dynabook app model I described a dedicated [business model](https://github.com/hilaire/dynabook/tree/main/resources/doc/DynabookApp#business-objects), taking in consideration some of the professional constraints of the teachers, and the students as well.