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CODE CLUB CO-FOUNDER
CLARE SUTCLIFFE SHARES HER
THOUGHTS ON BREAKING THE
5,000 UK CLUBS MILESTONE,
WORLDWIDE EXPANSION,
AND WHAT 2017 HAS IN STORE
Issue 1 Spring Term 2017 helloworld.cc FOR COMPUTING & DIGITAL MAKING EDUCATORS
PAPERTS
LEGACY
What we can learn from
the father of Logo, and
constructionisms role today
LEARN NEW
COMPSCI SKILLS
Start plugging knowledge gaps today
PROJECT QUANTUM
Do your pupils really understand? Quantum
aims to help you ask the perfect question
LESSON PLANS
CREATE A
AND TUTORIALS MAKERSPACE
Ideas to inspire and help you and your students
How to introduce a digital
making space in your school
IS COMPUTING BECOMING MORE EXCLUSIVE? ITALY PUTS MAKERSPACES IN EVERY SCHOOL GRADUATE FROM SCRATCH
PLUS1
TO PYTHON CODING INTERACTIVE FICTION PIONEERS PROGRAMME LAUNCHES YOUR DIGITAL MAKING QUESTIONS
(helloworld.cc)
ANSWERED 3D GRAPHICS WITH FREE SOFTWARE INSIDE PICADEMY USA THE IMPORTANCE OF PLAYFUL COMPUTING
t a C o d e C l u b
Star l !
Y o u r S c h o o
in
Code Club is a nationwide Code Club is free
network of volunteers and
educators who run free coding
clubs for children aged 9-11. Code Club is flexible
FOR FREE
Russell Barnes
russell@helloworld.cc
HELLO, WORLD!
TURN TO PAGE
30 Contributing Editor
Miles Berry
miles@helloworld.cc
elcome to the zeroth edition of our Hello World is a collaborative project; its
W
Sub Editors
new magazine for digital making and a magazine by educators, for educators. Our
Laura Clay, Lorna Lynch
computing educators. writers are directly or indirectly involved in
Weve seen a shift in the culture around education, at and beyond school. Were eager to DESIGN
young people and technology, moving from a have an authorship as diverse as its readership,
Critical Media
time when they were content with staying in so get in touch if youd like to write for us:
criticalmedia.co.uk
touch and using other peoples programs, to miles@helloworld.cc.
Head of Design
one where many are collaborating on digital Its a magazine that draws on the expertise
Dougal Matthews
projects across a whole range of media and and experience of the Raspberry Pi Foundation
Designers
technologies. Educators play a vital role: and Computing At School (CAS), part of BCS,
Lee Allen, Mike Kay
setting challenges, broadening horizons, and the Chartered Institute for IT; its the successor to
explaining ideas. CASs Switched ON newsletter, edited by Roger Illustrator:
Sam Alder
Hello World has been written for anybody Davies. His is a hard act to follow, and our hope
whos introducing young people to computing is that Hello World will hold true to the vision Cover photography:
Greg Annandale
and digital making, including primary and behind Switched ON.
secondary teachers, volunteers, and parents.
CONTRIBUTORS
The magazine will be free for all, forever Please enjoy, be inspired, and help out.
online, and free in print for teachers and Jane Abrams, Rik Cross, Lucy
Hattersley, Phil King, Oliver Quinlan,
educators based in the UK. Visit helloworld.cc Miles Berry Laura Sach, Marc Scott & Rob Zwetsloot
to learn more. Contributing Editor
Foundation, a Python Software learning experiences. His goal: help London. His research interests are in
Foundation and Computing At School everyone learn to think creatively, reason programming languages, software
board member, author, and YouTuber. systematically, and work collaboratively. tools, computing education, and HCI.
helloworld.cc 3
CONTENTS
COVER
FEATURE 94
PAPERTS LEGACY
Honouring the creator of Logo PICADEMY USA
24
and the godfather of the maker
movement, who has left an Raspberry Pis free teacher training
indeible mark on CS education program takes a trip across the pond
88 86 HOW TO START
A CODE CLUB
Its incredibly simple to
set up a Code Club in
ROBOTICS IN SCHOOLS your school. We have
some tips to help you out
Teaching by making robots
4 helloworld.cc
LEARNING
TUTORIALS & LESSON PLANS
52 ESCAPE FROM
RAVENSWOOD MANOR
JUNGLE MAZE SOLVER
Show students how to Build and play a text-based adventure
50
program a problem-solving
54 MY AMAZING CASTLE
LESSON PLAN robot as it figures a way
out of a dastardly maze Help students make a castle, and the
dragon that lives in it, with Scratch
70 16
from around the world
helloworld.cc 5
HELLO, WORLD!
Everything you need to know about the new computing and digital making
magazine for educators
Q WHEN IS IT AVAILABLE?
Your new 100-page magazine will be available
A three times per year in time for each new term
in January, April, and September. Would you like it to be
available more frequently? Let us know!
ITS FREE!
Hello World is free now and forever as a Creative
Commons PDF download. You can download every
issue from helloworld.cc. Visit the site to see if
youre entitled to get a free print edition, too.
6 helloworld.cc
GET
INVOLVED
TODAY
There are numerous ways you can get involved in the magazine.
Here are just a handful of ideas to get you started:
GET IN TOUCH
Want to talk? You can reach us at:
contact@helloworld.cc
helloworld.cc 7
NEWS FEATURE
8 helloworld.cc
PNSD SCHOOL KITS
PNSD has placed all of its school kits online.
These digital resources offer guidance to
schools on how to create workshops and
turn old laboratories into FabLabs.
The documents are in Italian but can
be understood using Google Translate and
Serious play and storytelling will school settings; not just classrooms and
other tools. They offer effective guidance for
find their natural home in these areas, laboratories, but also administration, shared
any learning environment.
with a view to building cross-learning. spaces, and informal spaces.
Workshops are built around robotics and It is an organic plan for innovation in
THIRTEEN SCHOOL KITS
educational electronics to promote logic and Italian schools, with cohesive programmes
ARE CURRENTLY AVAILABLE, INCLUDING:
computational thinking. and actions organised into five main areas: How to set up a laboratory
tools, skills, content, staff training, and How to design an alternative space
Plan for workshops supportive measures. for teaching
Schools will learn how to design the Its not enough to have a laboratory and How to create a shared repository
creative workshop, an innovative and equipment to be makers, reads the How To of teaching materials
modular space to develop the crossroads Write The Manifesto On Use Of The School How to organise cooperative learning
of craftsmanship, craft, creativity, and Lab school kit. In addition to the safety activities: the jigsaw
technology, the school kit says. precautions, you need to prepare and to How to design a creative workshop
How to prepare a class
for cooperative learning
helloworld.cc 9
NEWS FEATURE
n XXXXXXXXXXX
10 helloworld.cc
APPS FOR GOOD
AWARDS ANNOUNCED
n Apps for Good partners students with
tudents who won the Apps for
S
professionals who bring their ideas to life
Good Awards are now getting
ready to release their apps to the public.
Six teams of students from across the
UK designed apps to change the world for
good. Apps For Good teams up students
with professional app developers.
Fear Nothing, designed by a team of
9- to 10-year-olds from Westfields Junior
School, Hampshire will help children deal
with their phobias.
Another app, Changes, will help
children who are too nervous to ask adults
about puberty.
Debbie Forster, co-CEO of Apps for
Good, explains: Were incredibly excited to Now in its fifth year, the Apps for The Apps For Good website has
have such talented and creative students Good course is being delivered in over more information on the winners, and
taking part, and we believe Britains future 800 schools. Over 25,000 students were how students can get involved in 2017:
as a tech hub is bright. involved in 2016. www.appsforgood.org.
helloworld.cc 11
NEWS FEATURE
da, the National College for Digital Named after the famous 19th-century The college has close links to UK industry
A Skills, is accepting applications mathematician and writer, Ada Lovelace, and has backing from several major
for its sixth-form courses starting the new college is devoted to teaching technology firms. Those partners include
in September 2017. advanced technical skills. Bank of America Merrill Lynch, Deloitte
Digital, Gamesys, IBM, and King Digital.
This will pave the way for a network
of specialist colleges around the country,
says Mark Smith, CEO and co-founder
of Ada.
Based in Tottenham Hale, London, the
college is well-placed to assist students
from diverse backgrounds. This is a career-
catapulting education that, as a state-
funded College, is free to attend, reads the
Ada website.
IBM has chosen to work with Ada
because we were very encouraged by the
professional approach, says Paul Milner,
Senior Manager of Graduate Schemes and
Learning at IBM.
Rosie Moffat, Senior Technical Manager
n The college has close links to companies such as IBM, Deloitte, and Bank of America at Bank of America Merrill Lynch, was
12 helloworld.cc
BUILDING TEAMS AT ADA
Were looking for digital explorers who can Technical: The rigorous programmer, whose logic
work in collaboration with others for the future and technical skills turn ideas into reality.
technologies that society will need. And in return, Entrepreneurial: The resilient go-getter that
we will support them in their careers and help takes the product to the market and nurtures
them to flourish, says Tom Fogden, Dean and business relationships.
co-founder of Ada.
impressed by the approach to diversity. All digital businesses need a combination of
Because Bank of America Merrill Lynch Students at Ada are seeded into one of three areas: three skill sets to succeed, says Ada. All of our
is a global company, were very keen to Creative: The designer whose ideas build beautiful students will become proficient in each of the
employ students from a diverse range of and compelling creative products and services. skill sets, but will eventually specialise.
backgrounds, she says.
Were looking for hard-working students
for our unique institution, says Smith.
Students and apprentices will have
constant exposure to our industry partners
throughout the work they do in the college,
he tells us.
I would encourage students to be
confident that when they come through
Ada, businesses like Deloitte will be really
welcoming, says Marcus Williamson,
Technology Partner at Deloitte.
The digital revolution and the World
Wide Web, invented by Britains own
Sir Tim Berners-Lee, are transforming
the UK economy, says Baroness
Martha Lane Fox, Patron. However,
the benefits are not distributed evenly,
and digital businesses dont reflect the
diversity of their users. This is especially The course also provides enough UCAS Member for Economic Development, Social
disappointing because women such as points to move on to a top UK university or Inclusion, and Sustainability.
Ada Lovelace and the female codebreakers enrol on a higher-level apprenticeship. In March 2016, the Mayor of London
at Bletchley Park in the Second World Its central to our ambition to turn the announced 18 million of funding for
War have been so important in the area into Londons fastest and most dynamic the college from the London Enterprise
development and creation of internet and centre for digital innovation, said Councillor Panels Further Education Capital
computing technologies. Joe Goldberg, Haringey Councils Cabinet Investment Fund.
helloworld.cc 13
NEWS FEATURE
ioneers is a new programme for to inspire young digital makers. Every few There is no right or wrong way to start
P coding clubs and teen makers from months, Raspberry Pi will set a new mission a Pioneers team, explains Olympia Brown,
the Raspberry Pi Foundation. for the Pioneers community. the Senior Programme Manager who will be
The new programme aims to keep We want to find and support teenage running the programme. It can be student-
teenagers interested in coding and digital digital makers in the UK, says Rob motivated or inspired by a mentor.
making. It features a series of challenges Buckland, Director of Programmes. The There is one condition. We just ask that
aim of Pioneers is to provide guidance, each team finds someone over the age of
inspiration, and mentorship to teenage 18 to act as a mentor, says Olympia.
makers, and the adults who mentor them. Pioneers will start their first mission in
Young people aged between twelve and January 2017. Each team has to produce a
15 will work together in teams, designing video of their work to show the judges and
and building their ideas to solve the series the rest of the world, adds Olympia.
of challenges. To volunteer as a mentor, Their projects will be judged, and prizes
visitraspberrypi.org/pioneers to register will be allocated to the winners. We all like
your interest. to be winners, says Rob, but its a great
chance to get together with like-minded,
Take the challenge creative souls and start a new community
Every school term, the Raspberry Pi where we share skills, make our ideas a
Foundation will set a new mission for the reality, occasionally blow things up, and lead
Pioneers community. Each challenge will the way for the future in an increasingly
n Pioneers will challenge teenagers to create amazing things
with technology have a different theme. digital world. helloworld.cc/2jqNIjG
14 helloworld.cc
MICRO:BITS FOR ASCENSION ISLAND
he Micro:bit Educational n Schoolchildren on one of the remotest
T Foundation is sending 60 micro:bits
places on earth will be getting micro:bit
computers (credit: NASA/Wikimedia)
to a school on Ascension Island, one of the
remotest places on earth.
The volcanic island is a British territory in
the equatorial waters of the South Atlantic
Ocean. At around 1,600 kilometres from the
coast of Africa and 2,240 kilometres from
Brazil, its as far away from the rest of the
world as you can get.
Despite its remoteness, Two Boats Village
School has around 90 children. They are all
children of BBC staff employed at the BBC
shortwave relay station on the island.
Alison Emerson, head teacher of the school,
says: Imagine their absolute delight at the
prospect of receiving their very own BBC
micro:bit as a gift to celebrate the schools
50th anniversary! No longer is our isolation a
disadvantage. The children of Two Boats will and the endless possibilities open to them. cater to the teen fashion market. By far the
be able to learn to code and make programs, Alison adds: There are no buses or trains biggest difference is the very limited, very
enhancing their learning tenfold. It brings our on the island, no big-name fast food outlets, expensive, and very slow internet access
children in line with 21st-century technology and none of the three shops on the island available to young people.
helloworld.cc 15
OPINION
hen I first introduced the idea of making music with The all-important question
W code to my students at Robert Clack School back in
2013 with Dr. Sam Aaron, our goal was simple: to
Physical computing also provides a great opportunity
for creative expression: the button press! By explaining
teach computer science concepts like sequencing, repetition, how a button works, how to build one with a breadboard
conditionals, variables, and so on using simple text-based attached to computer, and how to program the button to
code that output sounds or music. I was so focused on that work when its pressed, students have all the conceptual
specific learning outcome that the music creation part didnt skills they need to build a thing that does something. But
really register with me as being important. The first few what do they want their button to do? Have you ever asked
lessons went well, and the students seemed excited and your students? I promise it will be one of the most mind-
engaged by text-based programming; by the third lesson, blowing experiences youll have if you do. Amy will want
we decided to introduce variables as a concept. It was a total her button to take a photo, Charlie will want his button to
disaster. Students were writing 12 or 13 variables to store play a sound, Tumi will want her button to explode TNT
data (in this case they were different MIDI note numbers), in Minecraft, and Jack will want his button to fire confetti
but then not really using them for their compositions. We out of a cannon! (Doesnt he always?) Idea generation is
had introduced an abstract concept without a real-world or the inherent gift that every child has in abundance. As
immediate use case. Students were using variables for the educators, were always looking to see how engaged our
sake of using variables, and not to solve a meaningful problem students are in the subject matter were teaching, and
at hand. The situation could have been improved by setting young people are never more engaged than when they
a task that better motivated the introduction of variable have an idea and want to implement it.
usage, but this would have the disadvantage of moving Allowing this kind of free-form creativity and tinkering
towards a much more prescriptive approach. That day, Sam in the classroom obviously has its challenges for teachers,
and I learned a valuable lesson which has stuck with me and especially those confined to rigid lesson structures, timings,
guided my work ever since: give students a small handful and small classrooms. The most common worry I hear from
of tools and let creativity guide the rest of their learning. teachers and parents is what if they ask a question I cant
Composing their own music was guiding the learning, and answer?. Encouraging this sort of creative thinking makes
when students needed a construct to take their tune to the this almost an inevitability. How can you facilitate roughly
next level, we introduced it. 30 different projects simultaneously? The answer is by using
16 helloworld.cc
those other computational and transferable thinking skills: Cross-curricular participation
problem solving, iteration, collaboration, and evaluation. The rise of the global maker movement, I think, is in response
Clearly specifying a problem, surveying the tools available to abstract concepts and disciplines. Children are taught
to solve it (including online references and external advice), lots of concepts in isolation that arent always relevant
and then applying them to solve the problem is a hugely to their lives or immediate environment. Digital making
important skill and this is a great opportunity to teach it. provides a unique and exciting means of bridging different
subject areas, allowing for cross-curricular participation.
Hands-off guidance Im not suggesting that educators should throw away all
When we train teachers at Picademy, we group attendees their schemes of work and leave the full direction of the
around themes that have come out of
the idea generation session. Together
they collaborate on an achievable shared
Children are taught lots of concepts in
goal. One will often sketch something on isolation that arent always relevant to
a whiteboard, decomposing the problem
into smaller parts; together the group will
their lives or immediate environment
divide up the task to work on. Each will
look online or in books for tutorials to help them with their computing curriculum to students. However, theres huge
step. Ive seen this behaviour in student groups too, and its value in exposing students to the possibilities for creativity
very easy to facilitate. You dont need to be the resident expert in our subject. Creative freedom and expression guide
on every project that students want to work on. The key is learning, better preparing young people for the workplace of
knowing where to guide students to find the answers they tomorrow. Occasionally we need to stop and ask, What do
need. Curating online videos, blogs, tutorials, and articles in you want your button to do?
advance gives you the freedom and confidence to concentrate
on what matters: the learning. Outside of formal education, Carrie Anne Philbin is Director of Education at The
events such as Raspberry Jams, CoderDojos, CAS Hubs, Raspberry Pi Foundation, a Python Software Foundation and
and Hackathons are an ideal venue for seeking and receiving Computing At School board member, author, and YouTuber.
support or advice.
helloworld.cc 17
RESEARCH
#INSIGHTS
18 helloworld.cc
ideas, with abstract ideas being the most well in the work of Jean Piaget, almost of gears allowed him to develop an affective
important level of understanding that can universally taught in teacher education understanding of how machines work, and
then be applied to our everyday lives. Young courses across the Western world. realise that these complex constructions are
children usually start learning about numbers knowable and understandable. Mark Surman,
through physically playing with concrete Affective learning CEO of Mozilla, describes this memorably as
objects such as blocks, counters, and toys, Whilst we see the cognitive side of learning seeing the Lego lines in the world; the visible
but the aim is for them to move on to being as key to understanding, we tend to see the joins that help you understand that something
able to discuss and manipulate numbers affective, or experiential and feelings-based, as was made by a person, and that with the right
as abstract ideas. Dealing with concepts something useful for making learning engaging learning that person could be you.
Learning as becoming
WORLDVIEW, NOT ONLY IN TERMS OF of a shift from the way educators are
often encouraged to see learning; its a
GAINING KNOWLEDGE, BUT IN GAINING A different metaphor for the process. Much
NEW RELATIONSHIP WITH KNOWLEDGE of the time our language about learning
is based on what Prof. Anna Sfard calls
the learning as acquisition metaphor,
totally on an abstract level is hard, and often and memorable, but not a fundamental part of where learning is seen as discrete
children have to return to these concrete it. Papert saw this differently. In Mindstorms blocks of content that can be gradually
methods to support their understanding. he vividly relates the affective experience of acquired. Paulo Freire pejoratively called
It takes time before children can add and playing with cogs and gears as a child, and how this the banking model. There are other
subtract without the convenient aid of fingers he came to an understanding that machines metaphors; when exploring the potential
to count on; even when this is mastered, they could be both very structured but also creative of learning through making it helps to
often return to counters when learning about ways of interacting with the world. think about the learning as becoming
the more complex concept of division. This Papert writes about changing his worldview, metaphor, the idea that we learn in order
trajectory from understanding concepts in not only in terms of gaining knowledge, but in to explore and develop who we are as a
concrete, real life terms towards being able gaining a new relationship with knowledge. person, and the way we see our identity
to explore them in the abstract is explored Manipulating and exploring the concrete objects fitting in to the world.
helloworld.cc 19
RESEARCH
WORKING MEMORY
n education we draw from so many a problem, they can relate the information is new to the learner, and some features
I fields of understanding, including about it to whats in their long-term memory of a programming language they havent
our own subjects, the field of education and solve this problem, using working yet met, and you can be providing a
studied in our teacher training, our own memory only for the very specific details of challenge that far exceeds students
experiences of learning, and working to the problem, rather than the structure of it working memory limitations.
support others to learn. One field that has or the background knowledge needed to One solution to this with lots of backing
had quite some impact on thinking about understand it. in research is the use of worked examples.
education in the last few years is cognitive
psychology, as its studies of how the mind
STUDENTS WHO LEARN A NEW CONCEPT
works have much to give us in thinking
about how students learn.
AND THEN ARE GIVEN SEVERAL WORKED
One such key insight is cognitive load
theory. This states that we have a limited EXAMPLES TO READ HAVE BEEN SHOWN
working memory of around seven bits of
information. This information is fragile,
TO DO MUCH BETTER
only lasting a few moments, and so its
imperative for learning that we can transfer Computing and programming are Students who learn a new concept and then
information to long-term memory which is subjects in which theres often a lot of new are given several worked examples to read
much more robust. Experts in a subject have information. Combine a problem to solve and study have been shown to do much
lots of facts, ideas, and schema about an that has a structure never seen before with better when presented with similar problems
area in long-term memory. When they see contextual information that to solve afterwards. Worked examples can
20 helloworld.cc
BLOCKS TO TEXT:
COMPUTATIONAL THINKING TO PEDAGOGICAL THINKING
regular area for debate amongst
A teachers of programming is how
to best support the transition from visual
programming to text-based languages. Visual
languages and environments such as Scratch
are a hugely powerful tool for introducing
students to the concepts of programming,
allowing them to explore concepts, solve
problems, and create products through
programming. However, its important to
get the experience of working in text-based
languages, both to cover the curriculum and to
develop the skills for the next stage.
Dorling and White explore this transition
in their paper Scratch: A Way to Logo and
Python, and their research has suggested that
we might want to think about this transition The power and variety of text-based a deployable solution. The transition here is
in a different way. They explored approaches programming gives prevalence to this form, but more about the pedagogy and the learning
including unplugged, visual, and textual in terms of teaching its the various concepts and than moving from one type of tool to another.
programming, and the ways students engaged skills that were trying to lead students through These studies provide a way of looking at this
with problem-solving in these contexts. They in the best way possible. This research shows issue that will be new to many people, and they
discovered that it was valuable to think about that problem-solving can start in the realm of suggest a different way of approaching it with
these different media as pedagogical tools, with unplugged approaches where the nature of your students.
different strengths for teaching and learning, problems can be explored, students move into For more, see Dorling and Whites paper
rather than stages students had to progress to visual languages as a form of pseudocode, and Scratch: A way to Logo and Python at
and leave the others behind. then to text-based programming to develop helloworld.cc/2iHfsyx.
helloworld.cc 21
OPINION
Its not just about the coding Lorna Elkes leads technology for learning and has
Were now a Google School using only cloud storage, with a keen interest in how it can engage pupils across
raised expectations of computing. Adults can now reflect on the curriculum.
the breadth of the English computing curriculum; its not just
22 helloworld.cc
OPINION
ne of the simplest methods to create secret the ord() function, which produces the ASCII code
helloworld.cc 23
FEATURE
PAPERTS
eymour Papert died in July 2016, leaving access to the worlds knowledge would have for the
24 helloworld.cc
PAPERT
FATHER OF THE MAKER MOVEMENT
Written by: Gary S Stager, Ph.D.
helloworld.cc 25
FEATURE
Written by: Mitchel Resnick, Professor of Learning Research, MIT Media Lab
26 helloworld.cc
A Scratch project honouring Seymour Papert, created by Scratch community member eduardm.
See the full project athelloworld.cc/2jrdCUu t
PAPERT AND SCRATCH
A few years ago, I gave a
conference presentation
about the Scratch
programming language,
discussing what children
learn as they create and
share projects in Scratch.
After my presentation, in
the Q&A session, someone
stood up and asked: Wasnt
Seymour Papert trying to do these same things 20 years ago? The
comment was meant as a critique; I took it as a compliment.
I answered simply: Yes.
Seymour is probably
best known for his Logo
Four Ps of Creative Learning programming language, the
Projects. Seymour worried that schools too often first programming language
introduce students to a disconnected set of concepts
and skills. Instead, Seymour advocated a project-based
for children
approach to learning, in which students learn concepts
and skills in the context of meaningful projects. Rather
than introducing coding through a series of puzzles, Putting ideas into practice
Scratch supports children in turning their ideas into Its not always easy to put Seymours ideas into practice,
games, stories, and other projects. but its worth the effort. I will be happy and proud to
spend the rest of my life trying to turn Seymours visions
Passion. People often think that children want things into reality, and I hope others will too.
to be easy. Seymour knew otherwise. He recognised
that children are willing to work hard, and tackle
difficult problems, when they were working on projects
connected to their interests. He called this hard fun.
In Scratch, we support many different types of projects,
since we know that children have many different
interests. We view the incredible diversity of projects on
the Scratch website as a sign of success.
helloworld.cc 27
FEATURE
T
he Logo language embodies Seymour Paperts
Constructivist notions of a microworld as a locus LOGO AND TYPES
for explorative learning. Thus, at its simplest,
Logo is based on sequences of commands to control a to ffind :v :l
turtle, which leaves a trace as it moves around a plane. if empty? :l [output "fail]
Papert was a visionary of inclusive computer use: if :v = first :l [output 1]
beginners find Logos turtle microworld engaging and output 1+ffind :v (butfirst :l)
motivating. We can see Logos spirit in contemporary end
graphical languages which enhance what is essentially the
Logo, like Lisp, is weakly typed, so beginners dont start with the concept
turtle microworld with avatars, colour, and sound.
of how operations and values may be combined. Weak typing places a
strong onus on run-time testing. For example, the code here returns a
The limits of microworlds number or a string, depending on whether the item is in the list or not.
Alas, I think that the wider Logo language, like many
graphical languages, is a poor fit for contemporary
ideas of computational thinking. Manipulating a given Logo inherits; this makes it hard to progress from microworld
microworld through coding - that is, assembling programs assemblages to crafting ones own new microworlds.
from pre-made commands - is certainly an excellent Lisps basic entities are atoms, conflating numbers,
starting point for beginners. But, quite quickly, we want strings, and identifiers. These are directly reflected in
them to start building their own microworlds through Logos words, which must subsequently be disambiguated
problem-solving and programming. These are part of by different sorts of quoting and use contexts. And, whats
manipulating a pre-made microworld, but the problems worse, Logo inherits Lisps one-size-fits-all lists, with a
are bound by the entities and operations that the confusing vocabulary of operations.
microworld offers. Once we try to go beyond turtles, Logo
is really quite impoverished. Bricolage and hacking
Papert thought children should acquire the capacity Papert was keen on a bricolage style of problem-
to think like a computer; that is, to follow step-by-step solving, driven by exploratory changes to a poor
procedures, and to construct programs in a microworld solution to try to find a better one, so Logos weak
by themselves, first acting out appropriate sequences types may have been a virtue for his pedagogy. But, as
of commands. Hence, the core Logo design is strongly programs grow, this approach can lead to misguided
procedural, with poor support for thinking about hacking, which can prove frustrating and demotivating
information structures for impatient beginners. Rather, we would like learners
to make hypotheses about how their programs should
Logo and Lisp behave, and reason about why they dont.
Furthermore, Logo is very much a creature of its time and Latterly, Papert himself recognised this tension.
place. Much of Logo feels as if Lisp, its MIT stablemate, has In the preface to the 2nd edition of Mindstorms, he
been bolted onto the turtle world. Lisp is a perfectly decent expressed concern that he might have unintentionally
language once youve got your head round its eccentricities, encouraged a classroom focus on structured
but I think its a poor choice as a teaching language. In programming, at the expense of his wider pedagogy
particular, Lisp has an unsatisfactory notion of type, which of thinking about thinking.
28 helloworld.cc
TODAYS CHILDRENS MACHINE
For many children and young people, the use of technologies is integral to their
experience and understanding of family and social life, and to learning.
Written by: Josie Fraser
This launch edition of Hello World includes more content inspired by Paperts work:
Oliver Quinlan gives his own views on why Logo apparently failed to change the
nature of education, and Prof Michael Klling, Phil Bagge, and John Stout share
ways in which Greenfoot, Scratch, and Snap! have built on Logos heritage.
helloworld.cc 29
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helloworld.cc 31
NEWS FEATURE
eymour Papert, one of the early Many of you, if youre my age, will fondly And even though the original Logo
S and most influential pioneers remember Logos turtle graphics, one of implementations of turtle graphics are
in computing education, died a few the earliest and most successful software dated now, these principles remain, and are
months ago on 31 July 2016. His work systems developed specifically for the still highly relevant.
continues to influence computer science learning of programming. And even if youre For us as computing teachers today, its
teaching, including the design of our own too young to have lived through the popular interesting to identify what these principles
system, Greenfoot. Paperts influence on time of the turtles, youre likely to have are, and how we can still make use of them
computer science education is profound heard the name mentioned. in modern programming systems.
and varied, most notably centring around Turtle graphics became so well-known
constructionism, his theory of learning. In because it embodied principles that are A short history of turtles
this article, however, I want to concentrate fundamental and timeless, that changed The history of turtle graphics is very
on one specific concrete contribution: his the way in which beginners could learn closely tied to the Logo programming
development of turtle graphics. the underlying concepts of programming. language, developed in 1967 by Seymour
32 helloworld.cc
Papert and others. Papert added turtle The big ideas execution of a program into a kinaesthetic
graphics to Logo in the late 1960s, and So what was so different about turtle exercise. These are powerful ideas, and its
although Logo was a general-purpose graphics that made it so successful? hard to understand today how revolutionary
programming language, the turtles The basic idea of turtle graphics was this was at the time.
are perhaps its most enduring legacy. that the programmer programs a turtle to Turtle graphics was a pioneer in taking
Although we know the turtles today as a move on the screen (or paper), using move programming away from pure mathematics
software simulation in a graphical micro- and turn commands, leaving visible traces and numbers, turning it into a visual
world, the first turtles were in fact real behind. By combining these commands and visible activity. Reasoning about
robots, rather chunky in todays terms with generic programming concepts, such a program, until then highly abstract
(Figure ?); they moved along the floor as conditionals, repetition, parameterisation, and formal, became concrete. Perhaps
with a pen attached, leaving lines behind
wherever they went. By programming the
movement of these robots, users could
produce drawings on the floor. TAKING PROGRAMMING AWAY FROM PURE
MATHEMATICS AND NUMBERS, TURNING
The physical turtles were soon
accompanied by simulated ones that did a IT INTO A VISUAL AND VISIBLE ACTIVITY
similar thing on a graphical display: drawing
lines in reaction to movement instructions.
Using a combination of move, turn, and and subroutines, programming most importantly, users could suddenly
repeat commands, surprisingly intricate fundamentals and general problem-solving see a program execute. While most
pictures could be created. could be learnt. Papert later coined the term programs at the time took some input
After Papert described his ideas in body-syntonic reasoning for this kind of and then produced some output, the
his classic book Mindstorms: Children, thinking: learners could imagine themselves process between these two remained
Computers, and Powerful Ideas, turtle in the position of the turtle, playing hidden and inaccessible. With turtle
graphics was re-implemented for a number through their program as a first-person graphics, you could suddenly watch
of other programming languages; today, we simulation. They could debug their program your program producing its output.
can find implementations for almost every by stepping forward and turning just as
language we choose to use. they imagined the turtle to do, turning the n A turtle graphics scenario, implemented in Greenfoot.
helloworld.cc 33
NEWS FEATURE
Paperts ideas in modern systems goes far beyond traditional turtle libraries.
With the advent of modern graphics and Some of the most relevant aspects
video games, our turtles have perhaps lost are as follows:
some of their engagement and fascination
qualities for the younger generation.
Paperts ideas, however, are as relevant n G
reenfoot provides an integrated
as ever. Luckily, there are a number of environment, including the editor,
modern educational programming systems compiler, and runtime system. This
available that build directly on these greatly aids in program development and
principles, and package the same qualities debugging. It de-emphasises the tools
into environments that provide more (editor, compiler, etc.) and lets users
modern functionality. concentrate on the task.
The best-known of these are perhaps
Scratch and its later variant Snap!
These environments provide micro- n G
reenfoot is fully object-oriented.
worlds that not only exhibit the same This not only teaches a more modern
qualities discussed above visualisation, programming style than older turtle
engagement, and extendibility but also graphics implementations, but also
provide support for experimentation and allows for the creation and simultaneous
discoverability that hugely surpass original execution of multiple turtles (or other
turtle graphics systems. actors), allowing development of much
In this article, however, I will discuss one more interesting examples.
n Seymour Papert with one of his turtles: robots that moved
and created drawings with an attached pen system in particular that owes much of its
design to the same principles: Greenfoot
(www.greenfoot.org), a modern micro- n G
reenfoot provides interaction facilities
Debugging became partly implicit. Instead world framework. that allow direct interaction with
of requiring organised testing, it was individual objects, providing more
often the surprised reaction of Why did Greenfoot fine-grained experimentation than
it do that now? that pointed to a bug Greenfoot is an educational programming older systems.
in the program. environment designed to achieve the
This visual quality was combined with same goals that Papert formulated 45
interesting tasks (the images it produced years ago. Programs developed in it n T
heeditor in the Greenfoot system
were often intriguing) and a limited are highly visual, usually constructed provides modern support for program
development, such as inline help, code
completion, and edit-time error checking,
34 helloworld.cc
FURTHER READING
Teaching with Greenfoot Stride
If youre not familiar with Greenfoot, you One specifically interesting aspect of A full discussion of Stride is outside
can easily find examples and material Greenfoot is Stride. While Greenfoot can the scope of this article; I will leave that
online. Once you start to look around, be programmed in standard Java, programs for another day. However, if you are
you will quickly see the wide variety of can also be written in the more recently curious, you can find information online
examples that can be created. published language Stride. Stride provides http://blogs.kent.ac.uk/mik/stride/.
Good starting points are a series of a stepping stone between block-based A more detailed history of the
video lessons titled The Joy of Code languages such as Scratch and traditional development of Greenfoot and its
(blogs.kent.ac.uk/mik/joy-of-code- text-based systems. As such, it may sister system, BlueJ, is available in the
table-of-contents/) and the Greenroom provide an ideal system to facilitate the article Lessons From The Design of Three
(greenroom.greenfoot.org), a community transition between the two. Educational Programming Environments:
Blue, BlueJ, And Greenfoot, available from
of teachers interested in Greenfoot.
https://kar.kent.ac.uk/56662/
In the Greenroom, you can find lesson In summary
plans, schemes of work, projects, slides, Users of Greenfoot dont usually think of
and much more. But most importantly, the system in terms of turtle graphics; graphics, and the pedagogical benefits
you can talk to other teachers and the visually it seems far removed, and in transfer directly. This powerfully illustrates
designers of Greenfoot to get help, functionality it has progressed a long way the fundamental nature of Paperts ideas
discuss ideas, and share your own since Logo was designed. Educationally, and the lasting influence he continues to
material. A large amount of material, though, the legacy is clear. Constructivism have on our teaching. Using Greenfoot or
as well as the software itself, is freely underpins the design of Greenfoot, just similar systems, you can combine modern
available to teachers and learners. as it has shaped the design of turtle technology with powerful pedagogy.
helloworld.cc 35
FEATURE
IS COMPUTING EDUCATION
IN ENGLAND BECOMING
MORE EXCLUSIVE?
Who is studying computer science at English schools? The data paints a worrying picture
STORY BY Peter Kemp and Billy Wong
014 saw the introduction of a new a recognition of their skill rather than the more closely into the data, especially who
2 Computing curriculum in England, name of their school or the wealth of these students are. Our findings raise
followed by new computer science their parents. On the face of it, computing some concerns.
qualifications for 16- and 18-year-olds is a meritocratic profession; no one
and a deadline for the phasing out of should care about who is writing the code GCSE and ICT are different
the old ICT qualifications. We welcomed as long as its well written. It shouldnt The Roehampton report shows that the
the change in the curriculum, but would really matter what sex you are, or the distribution of students who took ICT at
the new computer science qualification colour of your skin, or whether you have GCSE is roughly representative of the
confound expectations and have girls a disability. Sadly, the reality of the tech general population, where 27% of students
taking it in similar numbers to the old industry is the dominance of white middle- receive pupil premium; this was not the
ICT? Would we have schools in poorer class men (and some studies even suggest case for computer science, with only
communities offering it? Or is computer that it helps to have a beard). One question 19% of pupil premium students. In terms
science a socially exclusive subject? that needs to be answered is whether of state school provision, grammar schools
Many teachers report stories of students this disparity in the industry is being were far more likely to offer computing
from tough backgrounds finding well- established much earlier, in pre-university than non-selective providers (53.1%
paid jobs in the tech industry, based on computing education. vs. 31.7%). We also observed a marked
disparity between regions when looking
The Roehampton annual at students taking GCSE computing: 6.5%
36 helloworld.cc
GCSE COMPUTING REGIONAL HEAT MAP:
30% 6.5%
6.0%
28% 5.5%
5.0%
26% 4.5%
PARTICIPATION
Gender and computing combine with gender and social class.
When looking into gender issues, For example, while few black boys, How does computer science participation
we found that over 40% of students as a proportion, took GCSE computer compare with traditional science subjects?
taking GCSE ICT were female, but for science, the percentage for black girls It appears the issues around gender,
the new computer science qualification is higher than the average. Chinese socioeconomic background, and race/
ethnicity are also prominent in the physical
sciences, especially physics. Most young
BE OFFERED THE OPPORTUNITY glasses (or even crazy hair), and perhaps
socially awkward. These images are not all
that different to the standard computing or
geeky stereotypes.
this number was below 20%. Looking students, regardless of social class or
into the gender characteristics of a school, gender, are very well represented in
maybe unsurprisingly, all-girl schools GCSE and A-level computing in terms How teachers can help:
were less likely to provide computer of proportional representation. n I f you have entry requirements to study
science than all-boy and mixed schools. Our data suggests that computing computing, look into how they impact on
More worryingly, in mixed schools, a is still a socially exclusive discipline, with different sections of your student cohort.
quarter of GCSE and nearly two thirds of fewer girls and fewer students on pupil n T ry to promote role models in your
A-level computer science providers had premium forming part of the cohort, and classroom that include female, working-
no females in their groups. Interestingly, with some ethnic minority backgrounds class, and ethnic minority professionals.
amongst the girls who take GCSE heavily under-represented. We need How schools can help:
computing, a higher percentage of to ensure that all students who want n G CSE computing should be offered in all
them are on pupil premium than boys to study computing will be offered the English secondary schools, regardless
in the same circumstances. The picture opportunity to do so, and that they will be of region, gender characteristics,
is also mixed for ethnicity, when we supported in their aspirations. or admission policy.
helloworld.cc 37
FEATURE
Image courtesy of Heyday Films and Framestore
HOW TO MAKE
A VISUAL EFFECTS ARTIST
Visual effects feature in movies, TV shows, games, and animations. The people who
make VFX are collaborative artists, with a blend of science and art skills.
isual effects (VFX) in movies and Introducing students to VFX should identify roles that they can each
V TV have become commonplace, VFX for movies start with a visual idea based fulfil. Creating VFX requires a blend of skills
as digital tools and technologies have on a narrative. Teachers who are looking to and job roles, not just sitting around in
developed in the last 25 years. The introduce VFX to their media students can glorious isolation!
photorealistic quality of VFX is now so start by asking students to identify what they
convincing that the dividing line between see as an effect in favourite films or scenes. Progression and future careers
live-action and animated movies like How do the effects work with the story? Making VFX is a craft, and practice
Disneys Jungle Book has become completely Use show-and-tell reels on the web to help makes perfect! At the end of each
blurred. Is it a live-action movie because students dissect how some scenes have movie or sequence that your students
of the boy actor, or is he a performer in an been made (theres a list of reels and effects make, they will have something for their
animated movie? For the artists making on the www.NextGenskillsacademy.com portfolios. Employers are less interested
VFX, the labels are less important than the website). Once the students can identify in qualifications and more in seeing what
creation of stunning visual entertainment some basic techniques like stop-motion applicants can do. Encourage students
across all genres of film and TV. animation or green-screen, they can try their to identify their best work, replace old
hand at making something. with new, and reflect on how their skills
are developing. Portfolios are important
MAKING VFX LOOK REAL Lets make a VFX! for students who want to progress to
Guardians of the Galaxy relies heavily on Ask your students to pitch ideas for a further creative industry studies, whether
animated characters to tell its story. VFX artists at VFX-dependent story or animated movie through vocational education or academic
Framestore created and animated two of the five to each other. Teachers should agree with study routes.
hero characters. Check out the Rocket Reel at students which ideas can be produced. Today, the main employers for VFX
helloworld.cc/2jAM6WS to see how the animated
If students want to make a stop-motion skills are film and TV companies, but new
Rocket character was made in a computer, and
the filming reference of how Rocket should look in or CGI animated movie, the genre will applications for VFX skills are emerging.
each scene. lead you to use certain tools. Check out Virtual and augmented reality, biomedical,
Image courtesy of Heyday Films and Framestore
38 helloworld.cc
OPINION
INTERACTIVE FICTION
AND THE LOVE OF CODE
Paul Powell is piloting a programming unit using Quest: a text-based adventure game
engine. He argues that creating these games helps develop understanding
helloworld.cc 39
FEATURE
QUANTUM:
TESTS WORTH TEACHING TO
How do you know if your students have understood a concept? Ask them questions.
well-crafted, free, online questions would be forever; anonymised data will be available
HOW YOU CAN HELP a useful tool for the computing curriculum,
year after year.
to researchers.
Its evidence-driven and research-led. Our
The Quantum project has precisely this partners include two leading assessment
We need your help, because the network
goal. We aim to develop, with your help, experts: Tim Oates (Cambridge Assessment)
effect is key. The more people using Quantum,
thousands of questions on the computing and Robert Coe (Durham Centre for
the more people will think its worth writing
curriculum, from primary to A level. We have Evaluation and Monitoring). CEM aids to
questions for it; the more questions there are,
2,500 already, and more come every day. provide quality control for the crowdsourced
the more attractive it will be to use. So whether
questions, by analysing the data from
as an author or consumer of high-quality
computing questions, we need you. Start here:
What makes Quantum different? thousands of students doing thousands of
Quantum is different from other online questions. No one has ever done this before.
helloworld.cc/2jAJXL3
platforms. Its focused on frequent, low- The project has two goals; the first is being
stakes, formative, diagnostic assessment to immediately useful to computing teachers.
support learning (in contrast to high-stakes We have a need for high-quality assessment
summative assessment). material; Quantum will produce this quickly.
Its also school-led and crowdsourced. Secondly, no one has tried to crowdsource
Teachers use the questions on the system assessment items, and then use data to
and upload their own. evaluate and improve their quality. If we can
Quantum uses a free online platform, make this work, the results will be useful for
Diagnostic Questions.Moreover, the all subjects in any country. We aim to change
questions will be available online, free, the world!
40 helloworld.cc
PROJECT QUANTUM
A TEACHERS PERSPECTIVE
Iain Davis, Assistant Head and Year 6 teacher, has taken a look at diagnosticquestions.com
and Project Quantum, and predicts a bright new future for assessment.
STORY BY Iain Davis
n A great way to test (and teach) programming is by getting pupils to work through code in their heads or on paper.
helloworld.cc/2jADjo7
INTRODUCING
THE CONCEPT A turtle is facing right.
helloworld.cc 41
OPINION
FAILURE TO START?
THE LEGACY OF LOGO
Raspberry Pis Oliver Quinlan discusses Logos influence, 40 years on...
powerful learning language ahead of its time, underlying approach to learning. Why is this?
42 helloworld.cc
FEATURE
he last few years have brought generation of computing teachers for Qualified Teacher Status (QTS) at secondary
T about many changes in the our Secondary schools. The scheme has school level.
curriculum, with a focus on establishing proved a great success, with more than Do you want an extra computing
computer science as a foundation subject. 1,000 applications over its four years. teacher in your department for free? Are
This, in turn, has led to more incentives Weve worked with over 130 schools, and you able to support a trainee through a
being made available for those who may be with major employers including Microsoft, School-Centred Initial Teacher Training
considering going into teaching. Google, IBM, Goldman Sachs, BT, HP, (SCITT) scheme?
Since 2013, BCS has been in Metaswitch Networks, Toshiba, Ocado, Do you think you have - or someone
partnership with the Department of Morgan Stanley, and Citrix. you know has - the potential to become an
Education (DfE), offering a teaching
scholarship aimed at creating the next
Testimonial
Having worked in the software industry for 14
years, I decided to make the switch to teaching
due to the exciting opportunity it presents
to share my knowledge and enthusiasm for
computing and learning. This, coupled with the
excellent opportunity presented by the BCS
scholarship scheme meant that it was possible
for me to make a mid-career switch. Im now
convinced I made the right decision.
- Richard Johnson, BCS Scholar.
Scholarship benefits
n M
entoring
n T
raining
n S
upport
n M
embership
n M
aster Teacher Priority
helloworld.cc 43
FEATURE
xploring Computer Science is a observe ECS lessons, I was keen to compare individual lesson plans available; teachers
E school and university partnership the ECS curriculum with the English can adopt the sessions to the needs of
aiming to increase and enhance computer computing national curriculum (NC). This their pupils, for example nancyse.com,
science (CS) learning opportunities within was particularly motivated by the recent which was made by one of the teachers
the Los Angeles Unified School District media coverage of Roehampton Universitys I met. When compared to the computing
(LAUSD), which has now been adopted by annual study of computing education, which NC at KS1-3, three areas within the ECS
schools in other districts across the USA. highlighted the limited number of girls curriculum are particularly noteworthy and
ECS also aims to broaden participation in and pupils from poorer backgrounds and could form part of computing lessons in
the subject by female, African-American ethnic minorities taking GCSE and A-level English schools. Ill look at the pedagogy of
and Latino/Latina students. Student computing (helloworld.cc/2jmYuY4). ECS in another article.
enrolment from all groups has increased The ECS curriculum can be downloaded
year on year since the project began, with for free by schools from exploringcs. Computing in society
students understanding of CS and their org, and is usually studied by 9th-grade Despite being named Human-Computer
attitude towards the subject enhanced students (aged 1415) with no prior Interaction, the initial ECS unit focuses
after participating in ECS. Having been knowledge of CS. The curriculum has a on technologys broader role in society,
given the opportunity to visit the team and specific topic focus for each half-term, with rather than specifically on interface design.
Its deemed essential due to the limited
exposure to technology within the lives of
many ECS students. For example, a teacher
at an ECS professional development (PD)
event noted that loads of our students
dont have smartphones.
The computing NC outlines the
importance of using technology safely
and respectfully in KS1-3, with KS3
emphasising the importance of creating
projects meeting the needs of known
users and working with digital artefacts
for a given audience. While ECS lessons
also cover these areas extensively,
sessions during the first unit of work
spend significant periods examining the
appropriateness of technology in a range
of situations. For instance, when discussing
communication, pupils are asked to consider
n Collaborative problem-solving is a key component of the ECS curriculum the implications of being able to interact
44 helloworld.cc
with several people at the same time, and
whether using a text message is suitable for
breaking up with a boyfriend or girlfriend. THE RESEARCH BEHIND ECS
In addition to this, the impact of machine
learning and artificial intelligence (AI), ECS builds on the research presented
including the Turing Test, are explored STUCK IN THE SHALLOW END
in Stuck in the Shallow End: Education,
before working at a computer. Race, and Computing, which examines BY Rachel Estrella,
How could I use this in the classroom? the experiences of pupils in three Los Joanna Goode,
Consider discussing the potential impact of Angeles schools. A range of inequalities Jennifer Jellison
pupils work, such as when programming Holme & Kim Nao
were discovered to be limiting pupils
(2008)
or producing web-based content. For opportunities to choose CS as a field of
example, producing a chat bot is a common study, with possible solutions proposed. PUBLISHER MIT Press
introductory task in Python at upper KS2/ The book was the recipient of the 2009 PRICE 14.95
KS3. Prior to programming, time could American Association of Publishers Prose ISBN 9780262514040
be spent examining when and where the Award in Education. URL helloworld.cc/2iyBvXZ
helloworld.cc 45
LESSON PLAN
AGE RANGE
11-12 years MOVING FROM
SCRATCH TO PYTHON
LESSON TYPE
Visual / block-
based coding
Text-based
programming Many children find the jump from visual programming languages such
REQUIREMENTS as Scratch to text-based languages such as Python a challenge. This
lesson aims to ease that transition for them
A computer -
Linux, Mac OS,
or Windows
isual programming some students, as their tiny syntax Getting started
Scratch 2.0 V languages are great fun, errors cause cascades of errors, and Hopefully, your students will already
Python 3 with avoid annoying syntax errors, and misplaced indentation or forgotten be familiar with Scratch or some
IDLE or access are accessible to children of all ages. semicolons can send their programs other block-based programming
to trinket.io
There comes a time when they spiralling into infinite loops. Here Ill language. You could print the
must move on, though, and learn outline one method of introducing translation grid out or import it into
to access the greater power and a few little snippets of the Python a slide deck, but the key part will
flexibility of text-based languages. language to students, by using be covering up some of the table
This transition can be tricky for analogous programs in Scratch 2.0. cells, to provide your students
with a challenge.
Its a good idea to teach your
THE CHALLENGE students how to clear the screen and
centre the turtle in both Scratch and
Python before you begin.
To begin with, have the students try out some of the scripts Initially, you could provide the first
row of the table as it is shown here,
in Scratch and Python to see the output produced and let your students try out the
scripts in both Scratch and Python,
Next, give your students a small Python script so they can see the similarity of the
and see if they can reproduce it in Scratch output and have an understanding
of the some of the basics of
Python syntax.
Getting trickier now; get your students to convert The next stage would be to
a Scratch script into Python cover up the Scratch blocks in the
second row. Let your students read
through the Python code and try
Finally, show them a drawing and have them try
to have them explain what they
to reproduce it using both Scratch and Python think the code is doing. They can then
try and reproduce this in Scratch.
46 helloworld.cc
Next, you could hide both the and have them try and figure out
Scratch blocks and the output, what is missing. They can then use ALTERNATIVE ACTIVITY IDEAS
and give your students the IDLE or trinket.io to test out the There are other ways you could use this style
opportunity to try and understand code they have written and try and of activity with students, in a variety of contexts.
what the Python code is doing, reproduce the output.
HOPEFULLY YOUR STUDENTS Y ou might like to provide students with a mixture of Scratch and
Python scripts printed out, then have them try to draw the expected
WILL ALREADY BE FAMILIAR output from the scripts.
W
hich commands are very similar in Scratch and Python?
Resources
Which commands are different in Python to the ones you use in Scratch? Code in editable format: helloworld.cc/2iDeMND
H
ow can you tell when commands are in a loop in Scratch and Python? Individual code block images: helloworld.cc/2iDd0vZ
Python Code in Gist format: helloworld.cc/2iD8kGx
helloworld.cc 47
Scratch Python Output
48 helloworld.cc
helloworld.cc 49
LESSON PLAN
AGE RANGE
16-18 years
LESSON TYPE
JUNGLE MAZE SOLVER
Introduce students to pathfinding algorithms and build their
Unplugged
problem-solving skills with this jungle maze scenario
REQUIREMENTS
oure on an expedition in signal with their coordinates. leader doesnt want to send any
Pen and paper Y the middle of the deep Youre safe at camp and need more people in case they get
jungle; its very thick and overgrown. to come up with a plan to bring lost too. Luckily, at camp you
A party of fellow explorers have them home safely, but the jungle have access to a map grid and a
become lost and sent back a distress is very dangerous and the camp programmable robot.
50 helloworld.cc
ALTERNATIVE ACTIVITY IDEAS
THE CHALLENGE
Explore and make
Adapt this project theme for other age groups:
Some of the map squares are clear; in some squares,
5-6 years - Unplugged
prickly plants block the path
Ask students to program Bee-Bots to reach the lost explorers
Construct a real-world maze where students program each other
The robot can detect whether the map square
immediately ahead is clear or not 11-13 years - Programming
Trace a path to the lost explorers using turtle software
T he robot can move forwards, reverse, and rotate left/right Write a program to auto-generate a randomised jungle maze in
Minecraft
The robot isnt remote-controlled - once you release it, 14-18 years Physical computing
its gone! Build a robot and program it to move through a physical maze
Devise a set of rules for the robot investigate whether the design of
to follow to find the explorers the maze makes any difference to
Rather than simply finding a path their solution. Groups could devise
through one maze, this lesson mazes they think are difficult and
focuses on creating an algorithm set them as a challenge for other
which can be generalised to solve groups. What properties would make
any maze its presented with. The a maze difficult to solve? Would it
aim is for learners to work together make any difference if you could see
to think about how this could be ahead by more than one square? Is
achieved, before demonstrating there anything else you would want
their algorithm to the class. Ideally, the robot to be able to do that it cant
after presentation there should currently do?
be opportunity for reflection and,
potentially, further iteration upon ASSESSMENT
their solution.
As an extension, learners could
swap strategies with another group How did you discover bugs in your instructions for the robot?
and attempt to follow the other
Describe a bug and how you solved it
groups rules. Are the rules they
provided clear? Different groups How could your instructions for the robot be improved?
could test different mazes to
helloworld.cc 51
LESSON PLAN
AGE RANGE
14-16 years ESCAPE FROM
RAVENSWOOD MANOR
LESSON TYPE
Programming
REQUIREMENTS
Build a text adventure with a twist introducing the dictionary data structure.
Pen and paper
Python 3
ts a dark and chilly night at an overwhelming urge to escape.
I Ravenswood Manor. You Will you be able to find the path to
awake in an unfamiliar room with safety, or will you fall prey to Lady
little idea of how you got there, and Ravenswood and her minions?
52 helloworld.cc
RESOURCES
THE CHALLENGE
Dictionaries in Python: helloworld.cc/2jyHWhR
helloworld.cc 53
LESSON PLAN
AGE RANGE
7-10 years
LESSON TYPE
MY AMAZING CASTLE
Create a castle with a dragon that performs actions when it bumps into objects.
Visual / block- Maybe your dragon will change colour when it flies over a rainbow...
based coding
REQUIREMENTS
reate a project that allows Lesson Outline: Give children the instructions
C the player to control the Demonstrate the completed and sample code, and have
Scratch 2.0
dragon by placing objects around project on an interactive them complete the project.
the stage. Start with the rainbow whiteboard.
and candle, and then add your Share projects with the class
own objects. Step through the code, or give pupils the chance to try
explaining any concepts that are their projects out on younger
new to your class. children in the school.
THE CHALLENGE
Add a Rainbow sprite and its code. Shrink the sprite. Turn
on the can drag in player setting, so that the player can
drag Rainbows around, even in Fullscreen mode.
Add a Candle sprite and its code. The Candle has the same
code as the Rainbow; you can drag the code from the
Rainbow to the Candle sprite to copy it and save work.
54 helloworld.cc
Click the green flag to get the dragon flying around. You can
drag objects (rainbow and candle) around the stage. Click on
an object to create a copy of it. When the dragon flies over an
object, it will perform a corresponding action. s
What do you need to do to add a new object and action for the dragon?
My Make
How could you make your project more fun for younger children? Believe Castle: helloworld.cc/2jnFUPt
helloworld.cc 55
LESSON PLAN
AGE RANGE
11 - 13 years PYTHON TURTLE
FLAGS OF THE WORLD
LESSON TYPE
Text-based
programming
REQUIREMENTS
Program the turtle to draw flags from around the world, and design your very
groklearning.com own flag, in this introduction to programming in Python via groklearning.com
website
(free to access)
Computer eet the turtle. It can draw all design your very own flag. thinking skills, and get a little
Internet
M sorts of things with a little This beginner-friendly online geometry practice along the way.
connection help from you! coding activity introduces you to The turtle makes programming
Write your own programs to help the programming language Python. visual, allowing you to see exactly
the turtle draw and colour flags from You will write and debug your what your program is doing at
around the world, or get creative and own code, develop computational every step.
An example problem from the The editor where students can Students can submit their
Flags of the World activity. Circles write, test, and debug their program for auto-marking
represent the interactive note slides; programs. Running the program to check that its correct,
diamonds represent the problems shows an animation of the program and to see hints for fixing it
in action below if its not.
56 helloworld.cc
ALTERNATIVE ACTIVITY IDEAS
THE CHALLENGE
Differentiation Ideas
This activity can be adapted to provide more
Read the interactive notes and solve the coding challenges scaffolding and support for younger and less
confident students, or extended for older students.
Program the turtle to draw flags from around the world
7-10 years - Unplugged
Introduce younger students to turtle programming
The turtle follows a sequence of instructions to draw
by having them physically act out turtle commands
on-screen Have students work in groups to write, test, and debug a set of
instructions which one student, the turtle, then has to follow
T he turtle can move forwards or backwards, and rotate Challenges might be to walk once around the whole classroom, starting
and finishing at the door, or to make it through an obstacle course
left or right
11-13 years - Collaborative programming
M
ove the turtle by specifying the number of turtle steps Work through the content slides and interactive examples as a class.
Encourage students to make hypotheses about the examples before
running them
Turn the turtle by specifying the angle of the turn
Have students solve the problems together as a class or in small groups.
Encourage peer mentoring for students who are stuck
U
se Fill to colour shapes the turtle has drawn If students are pair programming, have the less confident student
do the typing
S
ubmit your program for auto-marking and find out
14-16 years Text-based programming
if its correct!
Encourage students to come up with their own flag designs
and run a competition to pick the best design
Challenge students to draw the flag of their own country,
This online activity is structured them to try to persevere with them or that of their parents or grandparents
as a sequence of interactive notes independently. They can look at Introduce students to more concepts, including loops,
and challenge problems for students the marking notes for hints to help by moving onto the Frozen Fractals activity
to solve. As students learn how them diagnose whats wrong,
to manipulate the turtle, changing or go back through the content
angles and drawing lines and slides. As a teacher, you also have
shapes, they are challenged to draw access to Teachers Notes in the FURTHER READING
flags of increasing complexity. top-right corner of the header,
where you will find explanations What is Python?: www.python.org
Interactive notes of the solutions.
Most note slides contain interactive Paperts Turtle: helloworld.cc/2iyr5Yu
examples which can be run by Creative play
clicking the u button in the top-right At the end of the activity there is
hand corner of the example box. a Playground where students can
Encourage students to run these further experiment with the skills ASSESSMENT
examples when they see them. they have been practicing. Seymour
Papert first introduced turtle graphics What commands did you learn
Challenge problems with the aim of giving students open
to program the turtle?
After writing, running, and opportunities to create, discover,
debugging their program, students and extend their own learning. How did you decipher error
can submit it to the auto-marker to Now that your students have messages and/or fix bugs?
check if its correct and, if not, to see mastered the basic turtle commands,
hints for fixing it. the Playground offers them this How did you work out the angle
If students run into difficulties opportunity for experimentation you needed to turn?
solving the problems, encourage and creative play.
helloworld.cc 57
FEATURE
PLAYFUL COMPUTING
How do we get young children thinking computationally and taking their first steps
with programming? Emma Goto, Senior Lecturer in Teaching Development at the
University of Winchester, believes the key is to let them play
xperienced teachers of young Those involved in the education of young the development of childrens thinking both
E children will tell you that children children understandably have concerns about through their interactions and through
learn an enormous amount through their the risks of too much screen time. However, careful questioning.
play. Before children start school, the many of the richest opportunities to develop By asking children if they have ever seen
list of what they have already learned is childrens computational thinking dont a similar problem, we are encouraging them
extensive. In most cases, they learned even involve digital technology. In the Early to identify patterns and we can support
these early skills not through direct Childhood setting, children are playing all the them to generalise prior solutions. We
teaching, but through play and exploration time. They construct their understanding of promote abstraction when we ask children
motivated by curiosity and wonder. If the world through their play. Whether they if they can draw or build a model of their
we want to develop young childrens are building a den, making Lego structures, problem. When we ask children to break
computational thinking and understanding doing a jigsaw, drawing a picture, or playing the problem up, sharing out responsibility
of computing, we should capitalise on with puppets, children will encounter problems for different tasks, we are nurturing the skill
these experiences. in their play. Problems may include how to of decomposition. By encouraging children
Jeanette Wing introduced the term move some water to the digging area, or how to talk through solutions, we are supporting
computational thinking to describe to build a bridge across the car track, and can them to develop an algorithm. Questions
approaches to problem-solving that utilise provide opportunities to develop childrens that urge children to consider What will
key concepts from computing. Approaches computational thinking. These problems happen if? encourage logical thinking.
such as logical thinking, decomposition, belong to the children, therefore they are Many practical play situations provide
abstraction, generalisation, and the meaningful to them, and the children are very opportunities to get children thinking
creation of algorithms are the basics of motivated to solve them. In these situations, computationally, without going anywhere
computational thinking. the Early Childhood Practitioner can support near a computer or digital device.
58 helloworld.cc
Programmable toys first introduced, children will need time to n Children can collaborate to solve problems with
programmable toys. Giving children individual
Playful approaches can also be used to play freely with it. This will allow them time whiteboards, and asking them to plan out their algorithm
before programming the toy, supports the development of
support children to take their first steps to explore what each of the buttons do and computational thinking.
in programming: Bee-Bot, Blue-Bot, and develop an understanding of how the Bee-
Roamer-Too are just a selection of the range Bot behaves. Once children have familiarised
of programmable toys available nowadays. themselves with the Bee-Bot through free
These programmable toys enable children to play, they are ready to move on to solve more
create simple programs in a fun and practical structured problems with the toy.
way. Lets look now at how childrens early One way to facilitate this is through
programming skills can be developed using the use of a grid or mat; its possible to
the Bee-Bot (alternative programmable toys buy mats for most programmable toys.
could, of course, be used). Alternatively, children and practitioners can
The Bee-Bot is a small toy which is create their own mats. This gives children
programmed using seven buttons on the ownership of the mat and also allows them thinking through this type of activity,
top. Each of the buttons corresponds to to be tailored to match the stories, themes, ensure that children are given time
to produce an algorithm before they
create their program. Give them a small
helloworld.cc 59
GUIDE SCRATCH
TURTLE GRAPHICS
MADE EASY IN SCRATCH
Easy to adapt to the abilities of your pupils, lots of space for exploration in a maths-based context,
and great opportunities for computational thinking. Here are three activities you could try today
urtle graphics can be used with code their instructions in Scratch, they are
T pupils as young as seven. Pupils converting their algorithm into code. You
programming skills can be developed will need to explain that Scratch steps refer
alongside their mathematical knowledge to pixels (dots) on the screen, while human
and understanding. For example, pupils steps are much larger. Multiplying one
can use turtle graphics to explore simple human step by ten when on Scratch works
right-angled shapes, discover the well. If their code has a bug (error), they
properties of regular 2D shapes, create can go back over their physical shape to
and adapt repeated patterns, draw shapes see what part of the algorithm is incorrect.
using coordinates, and write programs to Reserve your highest praise for pupils
translate, rotate, and enlarge shapes. who debug errors: in doing so, you are
encouraging them to become independent,
Exploring right angles problem-solving learners.
Mark out stairs, squares, rectangles, and
block letters (such as H, E, and T which Properties of regular 2D shapes
can be drawn using right angles) on the Challenging pupils to draw regular 2D
playground or on the classroom floor using shapes using Scratch is a great way to bring
chalk or masking tape. Ask the pupils to a maths lesson alive. Dont forget to draw
walk on the shapes, whilst recording the a shape other than a square on the floor,
steps they need to create the shapes using and use elicitation to emphasise that pupils
Scratch language on a whiteboard or paper are using part of the exterior angle, rather
(move x steps, turn right/left 90 degrees). than the interior angle. You could also ask
As pupils record the route they take, they pupils to work out the interior angle and
are recording their algorithm. As they then leave it as a comment attached to the code.
Ask pupils to create their shape programs
using the smallest amount of code. In doing
this, youre encouraging them to think about
algorithmic elegance and efficiency. At a
later stage, this can translate into how much
processing power or storage a program
uses, but in the early stages it can just be
about using the least code. This is a great
opportunity to introduce repetition through
the repeat x times loop, if pupils havent
already discovered it.
60 helloworld.cc
MORE DETAILED PLANNING
Barefoot computing has more detailed 2D shape
planning at barefootcas.org.uk . The code-it site
has sheets to help assess 2D shape patterns
(helloworld.cc/2ijvHS7) and investigate
coordinates (helloworld.cc/2ijzrTA), as well as
investigating translation (helloworld.cc/2ijxVkt),
enlargement, and rotation (helloworld.cc/2ijxVkt)
using turtle graphics in Scratch.
helloworld.cc 61
TUTORIAL
D graphics are all around us, in the effects, e.g. the recipe for making a virtual
3 games we play and the TV and building explode so that it looks realistic. NOTE: RIGHT SELECTS, LEFT ACTS
films we watch, yet very few people know 3D graphics theory as it applies to technical
Unless you play Starcraft (a RTS computer game)
how to make them. 3Dami and b3d101 artists, e.g. optimising render time.
it might seem odd that in Blender the right mouse
allow 6- to 18-year-olds to express their In this tutorial you will learn to make a button selects, whilst the left mouse button acts. This
creativity in three dimensions, using snowman in Blender, a free tool used by may slow you down as a beginner, but experienced
industry-standard tools. 3D animation can the industry. This will teach you the basics users work much faster as a result of this design
decision. Without selection/action ambiguity,
also be a great way to teach some core of 3D animation: how to add, delete, move,
much fewer mode switches are required to perform
computational thinking concepts like: rotate, and resize objects, and finally render
common operations. If youre unconvinced, go watch
(output) your masterpiece. a professional Starcraft tournament!
Decomposition - Breaking a film down into
shots, models, animations, sets, lighting,
etc. Breaking down models into materials, STEP 01 STEP 03
textures, bones, faces, vertices, etc. Breaking Download Blender The snowmans body
down animations by first blocking it out, then Blender is free; it works on Windows, Blender starts with a simple film studio
adding extremes, and finally polishing. Mac, and Linux, and really old hardware. setup, that contains a camera, one light,
You can even run it off a USB stick or a and a single prop in the form of a big
Pattern recognition - Using base models shared drive. grey cube:
to build different characters, vehicles,
etc. which share common attributes.
STEP 02 03a
Recognising the patterns inherent to
creating realistic animations. Sharing assets Run Blender
across multiple shots. When you run Blender you will meet a
splash screen like the one below; click
Abstraction - Visual abstraction: the to the right to get rid of it.
reduction in detail to reduce the render
time of poorly observed objects; this may 02
involve only modelling part of a scene or Snowmen arent made of cubes, so
making a low-poly representation of an we need to remove it. Make sure youve
object that doesnt feature prominently in a selected the cube by right-clicking on
scene. Artistic abstraction, where an object it, then press the X key and press Enter
is represented in a deliberately unrealistic to delete it. You can see which object is
style, with students recognising the features selected as it has an orange border.
critical to the representation of the object. Now we need to add a sphere for the
snowmans body. On the left-hand side of
Algorithm - The process of making a short the screen, click on the Create tab, then click
film, from storyboarding to using keyframing on UV Sphere. A ball will appear where the
for animation. Techniques for making specific cube was.
62 helloworld.cc
Press F12 (Fn-F12 on a Mac) to render
the image you have created thus far, to see NOTE: THREE-BUTTON MOUSE
06
what it looks like. Press Esc to get back to
Blender is easiest to learn with a separate three-
the previous view. Dont worry if you cant button mouse. For those of you using a laptop, you
see your sphere yet; keep reading! can emulate the third mouse button by going to File
-> User Preferences... -> Input -> Emulate 3-Button
03b Mouse. You can now hold Left-Alt then press the left
mouse button to rotate. If you are using a trackpad
you might also be able to zoom in and out by pinching
(OS X) or two-finger swiping
helloworld.cc 63
GUIDE SNAP!
64 helloworld.cc
the number of degrees, and press Enter
again. Finally, Ctrl-Shift-Enter will execute
the current block.
You can press Tab or Shift-Tab to move
around the blocks on the screen and then
edit; the space bar shows you a menu
of options, such as in the (item [ /1/last/
random] of [ ]), and Escape stops editing.
If youve enabled Table support,
then creating a list that contains other
lists will display as a table, rather than
the conventional list of lists format
(see Table display in Snap!). You can
manipulate the column width and row
height in this view by dragging the
n Click on the word that will be a parameter, change it to an input name, and specify its type.
column/row labels; by manipulating the
list data using the functional programming
Useful tips: Now Shift-click anywhere you could facilities introduced later in Scheme
n Y
ou can use the keyboard editing (see next normally drag-and-drop a block, and start disguised as Scratch, you can swap
section) to find a block; this is often a quick typing when the white horizontal bar columns, manipulate the values in
way of finding one particular block. starts flashing. As you type, the blocks columns, and so on. The documentation
displayed on the left will match what available on the Snap! website for tables
n R
ight-clicking a block often gives you the youve typed, so f o r e will just leave the shows you how to accomplish some of
chance to relabel i.e. change it without
having to delete it and then insert the
correct definition.
RIGHT-CLICKING ANYWHERE IN A
SCRIPT AREA BRINGS UP A MENU WITH
n I f
youre in the middle of defining a new
block and realise that you need to make THE MAGIC WORDS MAKE A BLOCK
another new block, you can keep that
definition active, right-click on a blank area
within it, and select make a block. forever block, outlined in white. Press the image manipulation (Photoshop-like
Enter; this block is inserted into your filters) exercises, popularised by Mark
n In the Variables category theres a block script space, and the bar moves inside Guzdial in his Media Computation course.
called [script variables (a) ], which lets you the block. Now type m o v to get the If youve enabled Visual stepping, then
create one or more variables with a scope [move () steps]; press Enter and this time you may have noticed a small slider in the
limited to that particular script. Click the the highlight is in the number of steps menu bar. Drag it all the way over to the
variable name to rename it, and click to add to take. Press Enter, type the number of left, and you have single stepping through
a new variable and remove the last one. steps, and press Enter again. Now move your code. The middle control button
the cursor down, type t u then Enter (or is used to step to the next evaluation;
Keyboard entry, tables, debugging cursor down + Enter). Press Enter, type incidentally, using this on the example
Its often suggested that the drag-and- code shows up an inefficiency! Move
drop interface holds students back, so further to the right, and you trace through
one of the many improvements made to your code at a speed you control.
the interface in Snap! lets you use the This has been a rapid introduction to
keyboard to enter your programs. Snap!. Subjects not covered include:
First, make sure the feature is enabled
by clicking on the Tools menu (the cog n C
onnecting
to external devices e.g.
icon) and then Keyboard Editing; enable Lego NXT or Arduino
the Table support and Visible stepping as
well, since well look at those later. If you n S
aving your projects
cant see any or all of these, you may not
have the latest version (currently 4.0.9.2), n C
onnecting to the Snap! cloud (one
or you could try Shift-clicking Tools to missing feature is publicising your
n Drag-and-drop code blocks in exactly
show additional options. the same way as normal in Snap!. projects in a gallery, as Scratch does)
helloworld.cc 65
GUIDE SNAP!
n S
ystems based on Snap! like Edgy is Scheme disguised as Scratch. are used to. The only thing we have to do
and Cellular for graphs and cellular When run, the code in the Snap! screen is to ringify the commands, which stops
automata, and Beetle Blocks/ image repeatedly runs a random action them being evaluated too early.
TurtleStitch for 3D printing and from the list of four actions, and so the Snap! allows you to import a standard
embroidery. sprite does a drunkards walk across the library. This includes map, to return a
screen. Was it obvious? Conventionally, list thats had a function applied to every
The Snap! website has a lot more youd do this by picking a random number, element of another list e.g. (map (square
documentation, and there are resources testing it in a series of [if then else] blocks, []) (list 1 2 3)) returns (list 1 4 9)); filter,
on the CAS site as well. Enjoy yourself! and executing one of the move/turn which returns a list of those elements of
another list that satisfy a function, e.g.
(select (even? []) (list 1 2 3 4 5 6 7 8))
n F
irst-class procedures
n F
irst-class lists and we gain immeasurable power by
n F
irst-class objects (sprites) doing so.
n F
irst-class continuations This is functional programming, but
Snap! makes this (almost ) as easy-to-use
More simply, as described by Brian as any other programming technique by
n Here we define the name of the new block, its category,
Harvey (one of Snap!s designers), Snap! using all the visual metaphors students and whether its a command, function, or predicate.
66 helloworld.cc
helloworld.cc 67
10 TIPS
10
TIPS
STARTING A MAKERSPACE
Creating a makerspace can be a pretty daunting task, but Nick Provenzano, author of Your Starter
Guide to Makerspaces, is here with ten vital tips to get you started in the maker movement
68 helloworld.cc
Parents love to support new projects that for a more inquiry-based curriculum? This These steps do not encompass everything
help their children. allows for students to use the makerspace it takes to get a makerspace up and
to create projects and bring them to class. running smoothly, but they are a great
The ultimate goal of a makerspace is to start for those looking to get involved in
6 Dont spend it all become a seamless part of the school. the world of making. You can find more
People think they have to spend Adjusting the curriculum to encourage detailed info and resources in Your Starter
all of the money they get for a space right more creation is a way to do that. Guide to Makerspaces. Good luck and
away. This is not true. You always want happy making!
to save money to be used as needed
for student projects. Students can pitch
9 Be OK with failure
projects to staff and get funding for their Its very important that everyone
own work in the space. involved is ready to embrace failures.
Makerspaces need to be a special place
where failures can be celebrated as
Let students
7 have fun
learning moments. Let students and staff
fail in the space as they try new things,
Once the space is up and running, its and let everyone know that failure is proof
important not to over-schedule events or that they are learning.
take up the space too much. You want a
free-flowing space that allows students Nicholas Provenzano is a high-school
to come in and make when the mood
10 Make connections English teacher, author, speaker, and
strikes. Let the students try out the new One of the many things that consultant. He has been featured on CNN.
equipment and take risks. They will have make makerspaces so great is the com, Education Week, The New York Times,
fun and will really embrace the makerspace maker community. There are makers all and other media outlets. In 2013, he was
as their own. over the world and its easy to connect awarded the Technology Teacher of the Year
with them. If you are on Twitter, follow by MACUL and ISTE. Nicholas is also a Google
#MakerEd to see the great things Certified Innovator, Raspberry Pi Certified
Review your
8 curriculum
others are doing and reach out with
any questions. The collective group
Educator, and a TEDEd Innovative Educator. His
new book, Your Starter Guide to Makerspaces
This one is not nearly as fun as the of makers online have a wealth of (helloworld.cc/2iyoYUx), was a best-seller
others, but its very important. Once knowledge. Tap into it and, eventually, and can be found on Amazon.com. Find him
the makerspace is established, how will you will be the one offering advice to on Twitter at @TheNerdyTeacher.
teachers adjust their instruction to allow others who need help.
helloworld.cc 69
BLUFFERS GUIDE
BLUFFERS GUIDE TO
3D PRINTERS
3D printing is revolutionising art, science, and medicine, but can it do the same for teaching
computing and digital making? CoderDojo mentor Richard Hayler investigates
70 helloworld.cc
3D PRINTERS AND THE CURRICULUM
Can I use the 3D printer across
the curriculum?
Just like all digital skills,
3D printing should be an
option for any making
project: design and print
a model of the Grand
Canyon for geography, create various prisms
for mathematics, recreate a castles turret for
history, or produce aerodynamic stomp rocket
fairings in science. And, of course, every design
you provide for the printer can be an exploration
of engineering and materials science.
What are the running costs? n Printed objects are sculpted one layer at a time.
The process is slow, but hugely rewarding for students
The main cost is the filament. Typical costs are around 25 for 1kg
of filament. This amount makes, unsurprisingly, 1kg of 3D-printed
objects. A MakerBot test produced 392 chess pieces from 1kg What do students think?
of filament (helloworld.cc/2iyhg1q). How much filament is used Its a hugely exciting area. Children love to explore and create, and
for a given print job will depend on the size and amount of solid 3D printers enable them to turn ideas into creations.
material used in the design. Most software packages offer some The process of 3D printing lends itself to the concept of iteration
idea of how much filament you are using. (design, prototype, evaluate, and redesign). It encourages higher-
level thinking, and a more realistic experience of design and
Can I move a printer between classes? manufacture in the real world.
3D printers are generally light enough to be picked up and moved
around. But they can be fragile, so they will need to be handled with Is it an employable skill?
care. In general, wed advise keeping it in a single, secure location. Companies have been using 3D printing since the 1980s and usage
is on the increase. PricewaterhouseCoopers surveyed 100 leading
How secure are they? manufacturing companies and found two-thirds already using 3D
3D printers are small enough to pick up, and expensive enough to go printing (helloworld.cc/2iyiD0j). So its a handy, if still quite rare, skill
wandering. Theft is a concern; be sure to keep it under lock and key. for students to acquire.
helloworld.cc 71
BLUFFERS GUIDE
Any health and safety issues? Can students use one unsupervised?
3D printers are safe. However, as with anything that has moving We would advise you to only allow supervised access to 3D
parts, theres always a risk of people getting fingers trapped. 3D printing, or to take direct control of the printing. 3D printers run
printers move quickly, so hands should be kept out of the print zone very hot, have moving parts, and are fragile and easily broken.
when the device is operating. Caution is recommended.
Also, the print head and bed do get hot, typically 210
degrees and 60 degrees respectively for ABS and PLA
filament. While they arent a fire risk, we wouldnt advise Theres no getting away from it: 3D
putting paper or other flammable materials nearby.
If the printer is going to be used by children, then a
printers are noisy, especially in models
machine like the CEL Robox might be a good idea, as where the nozzle is exposed.
it has a completely enclosed print zone and a door that
locks when operating.
Most filament materials dont give off any harmful fumes, but How noisy are they?
its best to use them in an open, well-ventilated area, especially Theres no getting away from it: 3D printers are noisy, especially
if you are using the 3D printer for extended periods. models where the print nozzle is exposed. Even a single device
can be distracting. Youll have to shout over multiple 3D printers
being used at once.
Some of the enclosed printers are quiet enough to be left
working away at the back of a classroom, but the noise from
those without side panels will be distracting. Make sure you take
noise levels into account when purchasing a model, and get one
with a sealed unit.
72 helloworld.cc
What are the most common problems?
Things get stuck and jammed frequently. Typically, this is the
filament, which can clog up the print head nozzle. Most machines
will come with tools for removing lodged filament. It helps if
teachers have a maker approach and are prepared to unclog
nozzles without calling in for a service team.
helloworld.cc 73
FAQs
YOUR QUESTIONS
GOT A QUESTION?
This FAQ is made up of genuine
teacher questions. If youve got a
question you can ask us on Twitter
ANSWERED
via @helloWorld_Edu or using the
#HelloWorld hashtag. Alternatively,
email us (contact@helloworld.cc)
with Teacher Question in
the subject line.
Q IVE DISCOVERED
A BUNCH OF OLD
RASPBERRY PI
MODEL B BOARDS.
Q Whats the best way to start SHOULD I THROW
teaching physical computing? THEM OUT?
Controlling or simulating devices like the BBC Micro:bit Oh no! You can still do loads with these trusty
A physical systems is a and Raspberry Pi are inexpensive A Pi devices. You can still run the latest version
requirement in Key Stage 2. Physical pieces of hardware designed to of the operating system and connect to external
computing is concerned with real- make it easier to get physical hardware using the pins on the board.
world hardware, rather than just computing into the classroom. They run a little slower than the newer models, but
manipulating pixels on a screen. There are also lots of teaching theyre still great for learning physical computing.
Its about teaching kids the resources for both devices. They are particularly good for use in electronis
physical mechanics and real-life Start by using a simple projects (see the whats the best way to introduce
applications of devices rather than program like Scratch to flash the robotics question on the next page).
just the virtual world of software. Its LED lights on a Micro:bit board The only drawback is that you cant connect the
hands-on, so more fun for students, (follow this teaching resource: latest HAT hardware equipment to these older boards
but its also practical. helloworld.cc/2iAUS7I). Or set up the (they dont have enough pins). But that would be an
Its also a lot tougher for teachers operating system on a Raspberry Pi extra expense anyway.
to teach than software. Theres the (helloworld.cc/2jyr8HN) board. Your students can use them to learn programming
expense of buying the physical kit, After that, you keep learning from and physical computing. You can attach electronic
and you need time and resources the teacher resources on how to components to the pins on the board. Take
to learn how to use the equipment build simple electronic circuits. You a look at the Raspberry Pi Teachers Guide
yourself (before teaching the can make traffic lights and buzzer (helloworld.cc/2jZllYE).
blighters how to use it). circuits. They allow pupils to engage You could even use the old boards to create
Its a challenge, but there is a lot with wearable technology, robotics, wearable projects.
of help out there. Small, inexpensive and other forms of digital making.
74 helloworld.cc
Q What, exactly, is computational
thinking and why is it so important
for students to understand?
Its a significant term at thinking is the thought processes
A the moment, and youre involved in formulating problems
totally right to ask what its all about. and their solutions.
Indeed, computational thinking Computational Thinking is
is at the start of the National something that humans do;
Curriculum, and it weaves in and out not machines.
the whole programme. Broadly speaking, its a collection of
A high-quality computing skills that enable students to interact
education equips pupils to use with computers. It includes the ability
computational thinking and creativity to think logically and understand
to understand and change the world, algorithms. At higher levels, it
says the DfE. includes concepts like abstraction
Like many high-end concepts, and recursion.
Computational Thinking is surprisingly The UK Forum for Computing
hard to pin down when you talk Education has this PDF document. The
Computational thinking
about it. Jeannette Wings original PDF explains Computational Thinking Teach children the thought processes
definition was: Computational in more detail (helloworld.cc/2iIhFcW). they need to interact with computers
helloworld.cc 75
FAQs
Q Should we be
teaching our
pupils Python 3
or Python 2?
Theres not much between
A the two versions of Python.
Unfortunately, the one command
students use the most: print works
differently in each version. So most
programs created in Python 2 are
not compatible with Python 3, and
vice versa.
Q The good news is that apart from
that, theyre very similar. So no matter
which version of Python you choose.
Your students arent going to end up
with a vastly different understanding of
Python (or coding in general).
A few years ago wed have
Q WHATS THE BEST WAY TO INTRODUCE suggested you stick with Python 2, but
ROBOTICS TO MY CLASS?
these days more and more resources
are written using Python 3. Micro:bit
uses a full reimplementation of Python
Robotics is a fantastic project to shaped) and use Python or Scratch to turn 3, and The Raspberry Pi Foundation
A present.: if you can handle the the motors on and off. This makes the robot produces teaching resources in Python
complexity of the equipment. Robots are move forwards, backwards, left and right. 3. So while you may find a lot of old
exciting to build and highly entertaining. Servo motors are controlled to move to a code around in Python 2, we think you
Robots use two types of motors: DC precise angle and normally have three wires. should start with Python 3.
Motors and Servos. Youll normally need Two wires supply power, while the third
Python charmer
a Raspberry Pi and a separate piece of is the control line. These are used to build Python is the easiest programming language
to learn after Scratch
hardware, known as a Driver Board to control robotic arms.
the motors There are lots of robotics kits around,
DC (direct current) motors move robots and its certainly worth buying a kit rather
around. When you supply power, the motor than starting from scratch. A cost-effective
will start turning until its switched off. way to start is using a CamJam EduKit
Reversing the polarity of the supplied voltage #3 kit (18, helloworld.cc/2jZGzG1).
will reverse the direction. You attach two Maplins sells a Robotic Arm Kit for 29
motors to a chassis (this can be anything box (helloworld.cc/2iQwqxD).
76 helloworld.cc
Q he UK National Curriculum for
T
Computing refers to sequence,
selection, and repetition.
What do these terms mean?
These are the three Selection is when a program
A mainstays of computer makes decisions based on available
programming. Theyre also known as information (or data). A program
procedure, branching and looping. could know the weight of dogs and
The sequence is all about doing say yip for small dogs, or woof for
things in the correct order. If you try big ones. It selects based on the data.
to pour water from a bottle before Repetition is, as the name implies,
removing the lid, nothing will come about repeating actions. A program
out. Programs run one line of code could count from 1 to 100. But
at a time. And some lines of code instead of writing one-hundred
require others to come first (you print statements youd write one,
cant increase the amount of variable and have the program run it one-
if you havent already created it, hundred times (increasing the
for example). amount by one each time).
Start at the beginning
All programs are built up of simple steps of sequence,
WHAT IS A GOOD
selection and repetition. Once you know these basics you
can create all kinds of programs Q
FIRST CLASS
PROJECT FOR
3D PRINTING?
Start with something small and
A straightforward, like a trinket or badge. Give
the pupils a template file in SketchUp that contains
the basic design at the correct dimensions (a 25mm
diameter circular plate, for example), and have them
customise it by adding 3D shapes or text. With an
object that size, you should be able to print at least 6
in a single run, so that the pupils can see the fruits of
algorithms to five-year-olds?
Okay, dont panic. We a computer takes to do something.
A blame Hollywood for a You can introduce this idea to
lot of the mystique surrounding young children using activity
the world algorithm (it brings sheets. Typical activities include
to mind Iron Man creating AI finding the way home on a map
suits or Mark Zuckerberg creating (turn left, go forward, turn right,
super-secret formulas). and so on). Or the steps youd take
The reality is a lot less glamorous. to make a cup of tea (put water in
Its just doing something one step the kettle, boil the kettle, put a tea
at a time. bag in the cup, and so on). Twinkl
An algorithm is just the sequence has some worksheets you can use
of precise and unambiguous steps (helloworld.cc/2jwHOjg).
helloworld.cc 77
REVIEWS APPS
PROGRAMMING
APPS FOR IPAD
Using iPads in class? Get a boost
with these recommended coding apps
SWIFT PLAYGROUNDS
IN FO FROM Apple | PRICE FREE | URL magpi.cc/2j155Y1
HOPSCOTCH
IN FO FROM Apple | PRICE FREE | URL magpi.cc/2j155Y1
78 helloworld.cc
CODEA
IN FO FROM Two Lives Left | PRICE 11 / $15 | URL magpi.cc/2j16ga0
CODE2GO
IN FO FROM Nathaniel Herman
PRICE 2 / $3
URL magpi.cc/2icWPa0
QUICK FACTS
here to go once youre
n Write in any type
of programming
W done with simple block
language coding and coding-lite apps like
n Runs code so you the others in this list? Code2Go
can see if it works is a full text editor that lets you
n Can also render program in all major languages,
web pages including highlighting for the
code that
looks the same
as official
development
TYNKER
environments. QUICK FACTS
Students who
write code n Works like
Scratch
on here can
IN FO FROM Tynker | PRICE FREE | URL magpi.cc/2icWsfC
n Teaches coding
then test it
through games
by running ynker is basically Scratch
it using the T for iPad (although you can
n Works with some
smartphone-
online service access Scratch via the browser connected toys
provided, these days); however, it does come
which allows with a lot of extra stuff to make it
for checking worthwhile. As well as being able Tynker can also be shared online,
and debugging to use blocks of code to create making it a great way to get
of the code. programs and games, there are students excited by being part
It also has a function that lets built-in games to play that require of a bigger coding community.
you render web pages, making students to perform coding tasks
it a great way for students to to proceed, as well as over 100
play around with HTML and step-by-step tutorials to help Hello World
website-building. further knowledge in the basics RECOMMENDS
of programming.
Apps and games made on
TYNKER
helloworld.cc 79
REVIEWS BOOKS
SEVEN
LANGUAGES
IN SEVEN WEEKS
John Stout reviews a book to take you beyond
Hello, World! in seven different programming
languages, considering each ones unique
strengths and weaknesses
IN FO BY Bruce A Tate | PUBLISHER Pragmatic Programmers, LLC. | PRICE 21.74 | ISBN 1-934356-59-X | URL helloworld.cc/2jnobYI
ruce Tate takes you through much less than 24 hours) spent on Interviews with designers
B the basics of seven different an introduction to the language, to One of the most useful parts of each
programming languages (Ruby, which paradigm(s) it belongs, and its chapter are the interviews with
Io, Prolog, Scala, Erlang, Clojure, history. Day 2 is spent introducing either a designer of the language
and Haskell) and shows you what yourself to the language: how you (Haskell has two, with Philip Wadler
makes each one special. In the enter expressions, strings, Booleans, and the CAS chair, Simon Peyton
foreword were told that Learning and so on, and how it handles types Jones), or an expert user. You get
to program is like learning to swim. (strong vs. weak, static vs. dynamic). to know why the language was
No amount of theory is a substitute Day 3 takes you deeper into each developed (why do we develop
for diving into the pool ... and thats language, and sometimes the pace new languages? Dont we have
really what this book does: dive in! takes your breath away, but theres enough?), what they consider
important, and often what they
Learning to program is like learning to swim. regret and would like to change.
Day 4 is where each language
No amount of theory is a substitute for really comes alive, with substantial
80 helloworld.cc
CODERS AT WORK ESSENTIAL READING:
John Stout on Peter Seibels interviews with 15 If youve been inspired by our cover
professional coders, discussing how they got feature on Seymour Paperts legacy,
into coding, what they like, and what they hate! heres our guide to the three books that
best capture his vision for education
BY Peter Seibel | PUBLISHER Apress | PRICE 15.32
IN FO ISBN 978-1-4302-1948-4 | URL codersatwork.com
MINDSTORMS:
n this book the emphasis Its particularly nice to see two of CHILDREN, COMPUTERS,
I is on the coder, not the developers of Smalltalk/Squeak,
AND POWERFUL IDEAS
languages, so they each get a the language in which Scratch was
chapter to themselves. Youll originally implemented. BY Seymour Papert
learn how they got into coding, In each chapter youre likely to find PUBLISHER Basic Books
what they enjoy about it, and something that one of these coders PRICE 11.89
what keeps them coding (if feels about coding and think thank ISBN 978-0465046744
URL helloworld.cc/2jnDi4l
theyre still coding). Youll get a heavens its not just me!. My favourite
feeling for the person behind the is from chapter 8, the interview with
The 1980 classic on the first years of computer programming
language, program, or system, Simon Peyton Jones, when he talks
in education. Many of Paperts ideas here, such as thinking,
and some gossip about the other about being faced with some code literally walking through code, learning through making, and
personalities and languages in the that you wrote yourself but no longer how debugging builds resilience are as valid today as they
field; C++ gets a bit of stick here! dare to modify. were revolutionary then.
helloworld.cc 81
OPINION
PEANO PLAYER
Breaking down the concept of programming languages, using simple maths...
ometimes, programming languages are Next, our syntax analyser will input sequences
number -> ZERO | SUCC number SUCC SUCC SUCC ZERO NULL NULL NULL
Suppose we want to run programs in this language, to RECORD number IS { number next }
output the equivalent decimal number. Well start with the
first two stages of any language implementation: lexical DECLARE tree AS number IS NULL
and syntactic analysis.
Our lexical analyser will recognise valid letter DECLARE symbol IS <first in symbol sequence>
sequences, and output values to represent the
corresponding symbol, say 0for ZERO and + for SUCC. WHILE symbol !='0' DO
For example: SET tree TO number(tree)
SET symbol TO <next in symbol sequence>
S U C C S U C C S U C C Z E R O +++0 END WHILE
82 helloworld.cc
Finally, to implement our language, we could write an Program in
source language
interpreter that starts with the value 0 then iterates through
the AST, adding one for every SUCC node. At the end of
the AST, it displays the final value:
DECLARE value IS 0
WHILE tree != NULL DO
SET value TO value + 1
SET tree TO tree.next
END WHILE
Lexical analyser
SEND value TO DISPLAY
So: +++0 3
helloworld.cc 83
FEATURE
INTERNATIONAL ADVENTURES
Clare recently toured Code Clubs in other arms. We saw the classroom setups and talked
countries, to see their day-to-day operations: to the teachers about when they could start;
we literally set them up while we were there! By
I visited Hong Kong, one of our most recent Saturday morning, we had a little Code Club set
Code Club partners. Theres only a small up in a company office.
number of clubs there at the moment, but in No matter where you are in the world, the
2017 theyre planning to expand. We visited core of Code Club stays the same: children
local schools on the large social estates, where learning about technology by making things.
they have very little in terms of resources. This That remains the same, regardless of what
means any volunteers are welcomed with open language you speak.
84 helloworld.cc
CODE CLUB
n Students get excited over digital making
being able to be creative and learn about
technology at the same time
IN NUMBERS
5000+
CODE CLUBS
IN THE UK
4000+
CODE CLUBS
IN THE REST
OF THE WORLD
120+
The Australian team travel the country great to see volunteers from all around the
training teachers, using a course similar to world taking on our projects and starting a
Code Clubs, then encourage them to set up new Code Club.
their own club. It seems to be working well: Its easy to set up a Code Club account to
one school had 90 children in one Code Club, get all the resources you need; all you need
and now run it three times a week! Clare after that is a venue, and enthusiasm for
adds that many of the schools she visited
were in underprivileged areas, which makes
teaching children about coding and digital
making. Clare explains:
COUNTRIES
spreading the Code Club mission all the Register your club on the website and CODE CLUBS CAN
more important. well send you new, exciting things that were BE FOUND IN
125,000
IF MATERIALS ARE AVAILABLE IN
DIFFERENT LANGUAGES, WE CAN
WIDEN ACCESS TO THEM
CHILDREN
Looking ahead to 2017, Code Clubs working on. You can update your club details,
IN CODE CLUBS
priority will be worldwide expansion. Were and see which countries have a Code Club WORLDWIDE
going to be welcoming new partners, Clare community up and running already. Discover
20
says. Were looking at countries interested what it takes to start a individual club at
in Code Club that we can have the most CodeClubworld.org.
impact on. Translating material into a wide Ultimately, it seems that all it really takes is
range of languages is important, especially a little passion for the subject and a desire to
LANGUAGES
the five most spoken languages in the world. teach the next generation vital digital skills,
We welcome help from volunteers here; if furnishing them with the tools they need for
materials are available in different languages, their future careers and opening up a whole
we can widen access to them. It would be new world of possibilities.
PROJECTS TRANSLATED TO
helloworld.cc 85
FEATURE
ts easier than you think to run a Croydon, told us about the benefits the
TACKLING I Code Club yourself: you dont need club has brought the children. Making
existing coding skills, just a can-do attitude Code Club available to the children in our
THE COMPUTING to get stuck into learning alongside your school has helped tremendously with their
86 helloworld.cc
n Code Club allows children to experiment and invent,
using different languages to create their own games, Your first Code Club Matthew Cave, assistant head teacher at
animations, and websites
Its worth preparing for your first Code Club West Town Lane Academy in Bristol, who
session by working through the project in told us about his club.
Register your club online advance, so that youre aware of all the Beginning with Year 5 and 6 students,
To access Code Clubs project materials, instructions and the places where pupils Matthew and his team introduced Code
you will need to register online. You can could possibly get stuck. Clubs Scratch projects for all Key Stage2
sign up as a Code Club Host by visiting Code Club is fun and it offers children (and children. Now, they have a whole-school
jumpto.cc/teachers, making sure to use their teachers) the opportunity to get creative approach, with ScratchJr introduced for
your school email address so we can with coding. Its a chance to experiment and Key Stage1, and they have invested in
validate you as a teacher. invent, helping children to learn an important new technology including Lego WeDo
Once youve entered your details, skill for their future, while engaging with and My Romo.
youll be able to select the option to run technology and creating things that they can Matthew says, Weve been running
the club yourself. Your club will then be get excited about. our Code Club for over a year now, with
automatically activated and youll have The model can be adapted to suit 40 children attending. The club is in
immediate access to all Code Clubs different venues and educational needs. high demand.
online resources. Most clubs run through one coding project Code Clubs fun approach has provided
Code Club have projects in three per week, but some children like to spend other benefits: Its amazing to see the
different coding languages: Scratch, HTML/ longer perfecting their designs. Some clubs sense of achievement the children get when
CSS, and Python. Beginning with Scratch have pairs of students sharing computers, they finish their projects. We can really see
is recommended, as this visual block-based and many clubs also like to experiment with them starting to persevere with the tasks
language provides a great introduction to physical computing. You can customise your in Code Club, using analytical thinking
key programming concepts. If your pupils club to suit you and the children. to troubleshoot.
are already experienced with Scratch, What advice does Matthew have for
though, you may wish to get started with Code Club in practice teachers who are thinking of starting a
HTML/CSS or Python. There are twelve There are thousands of teachers running club? Its dead easy, so take the plunge!
Code Club projects in each language to their own Code Clubs across the country, The children will run with it, so dont worry
keep your club occupied for a full term. and around the world. We spoke to about not being an expert.
helloworld.cc 87
FEATURE
n XXXXXXXXXXX
ROBOTS INVADE
THE CLASSROOM
Find out how one teacher is using robotics to teach computing and other subjects to 11-12 year olds
throng of miniature wheeled robots start an after-school robotics club. have a formal background in it. Throughout
A whizz around the classroom floor, One of Lisas main aims was to teach this experience, Ive learned about it
much to the delight of the schoolchildren. students how technology actually works, alongside my students.
Far from being irate, however, the teacher rather than just using it as a tool in the Thanks to ample support and resources
is delighted that her students are hard at classroom. Technology has transformed
work on their latest class project. the way we teach, and students are taught
The school is Kings Glen Elementary in skills to use it, but students seldom learn
Springfield, Virginia, USA, where sixth- how it works, she explains. Teaching
grade teacher Lisa Rode has introduced students how to code and to problem-
a group of GoPiGo robots, each with a solve through robotics helps give [them]
Raspberry Pi single-board computer brain, necessary skills for their future, as the
to help teach computing and technology. number of computing-related employment
I became interested in using Raspberry opportunities continues to increase.
Pis in my classroom over the summer in Far from already being an expert on
2014, she recalls. I was intrigued by all the subject, Lisa had no prior experience
of the possibilities that [it] provided for working with electronics or robotics.
learning. This resulted in her applying Ive always enjoyed learning about and
successfully for a competitive grant to tinkering with new technologies, but I dont
88 helloworld.cc
n Disguised as a crocodile, the GoPiGo robot heads for the shade when
the sensed temperature is high, using data from a light sensor
MARS ROVER
PROJECT
from GoPiGo manufacturer Dexter Industries, Lisa was able to obtain extra funding for that they create. The GoPiGo then uses the
she found it easy to get started using the further resources. line-follower sensor to travel through the park,
robots. A group of my students volunteered Using the GoPiGo robots, her class and the tour is broadcast through a speaker
to stay in class during lunch, and we learned has done a variety of activities in different on the robot. Some student projects were
about the robots and how to program them lessons. One of our major science units fictional parks, while others required research
together. Its important to have good support is astronomy. Through the Mars Rover to gather information for the park. Students
and information to help teachers, especially project, students apply knowledge about created zoos, tours of presidential homes,
if computing isnt part of their curriculum instruments, equipment, and robots used in theme parks with imaginary creatures, and a
or background. The support from Dexter real space exploration to create their own, park featuring major composers and artists.
was vital, especially since this was a new using the GoPiGo robot as a base. This The block-based, easy-to-learn Scratch
experience for me. allows students to go beyond just learning programming language (scratch.mit.edu)
helloworld.cc 89
FEATURE
Problem-solving
Lisa tells us that using the robots also helps
GOPIGO ROBOT to teach problem-solving skills during the
after-school club activities. One activity we
Launched via a successful Kickstarter crowdfunding campaign last year, the GoPiGo turns your Raspberry did last year reflected the weather that had
Pi into a fully functional two-wheeled robot (helloworld.cc/2iAbjgz). The $100 Base Kit includes the GoPiGo just occurred. Students had several days off
board, chassis, wheels, motors, encoders, and battery pack. If youre starting from scratch, the Starter school due to a blizzard. The first robotics club
Kit adds a Raspberry Pi 3, mini WiFi dongle, GoPiGo servo package, ultrasonic sensor, micro SD card (with
meeting after [it], students were given the
Dexters software preloaded), power supply, and Ethernet cable. Classroom bundles and extra learning
task of creating a robot that could transport
resources are also available.
needed supplies to a family stranded due to a
According to its creator John Cole, of Dexter Industries, the GoPiGo was originally designed to make
blizzard. The students created containers on
robotics accessible to everyone, especially in education. Weve got software for it in a lot of languages at
their GoPiGo robot to hold supplies, and then
this point, including Scratch and Python. Our hope was to give students a place to start with robotics, and
programmed the robot to follow a certain path
leave the upside or potential as wide as possible.
to get to the cabin to deliver the supplies and
return home. Students had to work through
several iterations of their design and programs
before succeeding at their mission. This was a
good way to teach not only programming, but
the art of perseverance.
Another activity from the after-school
programme is called Treasure Hunters and
teaches students about the infrared line-
follower sensor. Students are trying to
get their robot to the treasure marked by
an X on the floor. Theyre successful when
the line-follower sensor reads all black
and is completely over the X marking the
location of the treasure. This was also a
good activity for not only teaching how to
has been used by students to plan stories. story could be that the main character is program the robots, but problem-solving
Students first write code for the GoPiGo walking through the forest until suddenly and using failure to learn and improve.
robot, and then they create a storyline they stop, because they see a bear staring Students have also added arms or
that reflects the events in the code. For right at them. They stop in their tracks extensions to their robots to enable them
example, the robot is programmed to and try to determine what to do next. to write and draw. They were given the
move forward, stop and wait for a few Next, they slowly back away to try to get challenge to program their robot to create
seconds, and then move backward. The to safety. a picture or to write a letter or word. This
90 helloworld.cc
was a good way for students to get used Another lesson sees students investigate
to using the robots and learn about the how the GoPiGo robot works, and then
basics of coding. compare and contrast the different human
body systems to the robots components.
Lesson planning Maths lessons written by Lisa include
In addition to the lessons and activities investigating circumference and ratios.
she has already done with her class, Lisa In the circumference lesson, students
is excited about several lessons that she learn about the connection between
has developed for the robots and has not circumference and distance travelled, using
yet used in her classroom. There are so the GoPiGo robot to measure how far it has
many possibilities across the curriculum travelled after one or more revolutions of the
to integrate robotics into multiple content robots wheels.
areas. One of the lessons I created is about Lisas school curriculum focuses on the
cold-blooded animals. Students learn about core content: maths, reading, writing, oral
the differences between cold-blooded and communication, science, and social studies.
warm-blooded animals. They then transform Any programming and computing lessons
Physical computing
helloworld.cc 91
OPINION
92 helloworld.cc
OPINION
IMPOSSIBLE
Author, geek, and nerdy teacher, Nick Provenzano, on why failure matters
mpossible. That was the first thought I had I did it. I didnt know how when I started, but now I do.
A connected community
Embrace the maker community and use
One of the best things Ive experienced
it when youre stuck. One of the best since I entered the world of digital
things Ive experienced since I entered
the world of digital making is the maker
making is the maker community
community. Its a diverse group of people
that are smart, connected, and very helpful. Some of my figure out, but I eventually got it. When I did, I felt like a rock
first projects would not have been possible if it wasnt for star! These failures teach valuable lessons for you as you
the help from the community. If my code wasnt running, advance on your computing journey. Also, dont be afraid
I couldnt get the light to blink, or a whole host of other to make your failures public. Youll get more help if you
issues occurred, they were solved with the support of let people know that you need it, but it also shows your
the community. After a while, youll find yourself helping students that youre human and make mistakes as well.
others with their questions. I hope these few tips help you as you advance on your
Take some fun risks when deciding on projects. The own making adventures, and I cant wait to share the fun
exciting part of trying something new is that you have no and exciting things I discover over the coming months.
idea how its going to end. Making is about taking risks
and creating something fun. No idea is too crazy, and the Nicholas Provenzano Four words describe Nicholas:
biggest ideas can turn into the best learning experiences. I Teacher.Leader.Learner.Nerd. He travels the country speaking
once turned a rotary phone into a working AirPlay system. and consulting with educators to share innovative practices.
It was a crazy idea that took some time to figure out, but
helloworld.cc 93
NEWS FEATURE
AMERICAN PICADEMY
By launching a new professional development opportunity for educators in the
United States, the Raspberry Pi Foundation brings digital making stateside
raining educators is one way that At the same time, during the National United Kingdom. These educators were
T the Raspberry Pi Foundation Week of Making, President Obama made getting hands-on training for teaching
achieves its mission of putting the power a call to action to create a nation of makers with digital making as a tool. Among those
of digital making into the hands of people within the United States. educators, some even travelled all the
all over the world. Spreading this training DuringNationalWeek of Making, we way from the United States to experience
beyond the borders of the United Kingdom, celebrate the tinkerers and dreamers whose Picademy first-hand.
therefore, became a high priority in 2015. talent and drive have brought new ideas So it was clear to us at the Raspberry
to life, and we recommit to cultivating the Pi Foundation that demand was strong
next generation of problem-solvers, said within the United States for our special
JOIN US AT PICADEMY! President Obama. As themakermovement blend of digital making professional
grows, I continue to call on all Americans to development. We therefore made a
help unlock the potential of ournationand commitment in response to President
The Raspberry Pi Foundation is always on
ensure these opportunities reach all our Obamas call to action. In 2016, we
the lookout for engaged and enthusiastic
young people, regardless of who theyare or promised to train at least 100 educators
educators to experience Picademy.
At helloworld.cc/2jqFVCd you can where they come from. at four events on U.S. soil as a part of
see the latest news on the United States The Presidents call to action resonated a U.S. pilot of Picademy. Making this
program, and sign up for email alerts with our commitment to digital making. At commitment was the easy part. We
about this free two-day workshop for that time, the Raspberry Pi Foundations knew that planning and executing
educators of all types. Picademy programme had trained the program would be a journey into
hundreds of teachers at venues across the uncharted territories.
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PROJECT
SPOTLIGHT
WHISKERS
Built with an Explorer HAT, motor, LEDs, and
some arts and crafts supplies, Whiskers
is a virtual coach programmed in Scratch
to dispense helpful advice to teachers in
need. It was created on the second day of
Picademy Austin by Kimberly Boyce-Quentin
and Bradley Quentin. You can think of it like
n Becoming a Raspberry Pi Certified Educator is just the a tongue-in-cheek Magic 8-Ball for teachers,
Putting a plan into action beginning. (Image courtesy of Melissa Huch)
dispensing advice such as Ive found that
Picademy is an intense experience, no its better to ask for forgiveness instead
matter where its held. Over the course of new program was a good opportunity of permission.
the two days, all types of educators get to try things in a different way. Nothing
hands-on experience with digital making. was taken for granted. We scrutinised
On the first day, theyre given a series of everything: the application process, Location, location, location
workshops that explore different ways to content, agenda, equipment needs, Even today, our footprint in the United
States is small. Hosting 40 educators for
two days meant that in order to pull this
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NEWS FEATURE
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n Educators are encouraged to celebrate every success they n At the end of the second day, teams present their projects
have along their journey. (Image courtesy of Melissa Huch) to their peers. (Image courtesy of Jorge Salazar) Looking ahead
The impact of Picademy is measured not
only by the number of teachers that we
Programming Instructor the #picademy hashtag is always full of train, but also the number of students that
in North Bergen, New Jersey. Being a great ideas and troubleshooting, and the each of them reaches.
facilitator extended the reach of what personal connections Ive made through Possibly the single greatest outcome
I learned during my Picademy session Picademy continue to enrich my personal from Picademy is the confidence it has given
beyond my classroom, my district, and and professional life. me to jump in and get going with digital
my state, into classrooms of many other Getting this digital making community making and computer science, says Kevin
educators across the nation. started among educators in the United Olson. I have 72 sixth-graders programming
robots to recreate novels, two middle-school
electives full of students who cant wait
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OPINION
VALUES?
Whats the place of ethics in our work as computing or digital making educators?
How can we help our students to help others?
few things have left me pondering the place of The new US K12 CS Framework goes further,
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