scratch pp ohrid
DESCRIPTION
Educational games are games that have been specifically designed to teach players about a certain subject, expand concepts, reinforce development, understand an historical event or culture, or assist them in learning a skill as they play. Scratch is an educational programming language with graphical interface, created as a tool which would make programming easy and intuitively understandable. Its purpose is to allow students without any programming experience to learn the basic principles programming. It will be used to develop fun and educational projects, as prototypes for educational games.We will present how students could achieve competences related to educational games programming by using teaching method “pair programming”. Pair programming (PP) differs from standard methods (individual work, seminars, projects etc.). It belongs to the extreme programming as a discipline of software development and is known to have positive effects on teaching first programming language. Our goal is to realize teaching pair programming experiment, as a technique based on collaboration, with aim to improve students’ programming skills by shearing ideas and control on the developing code. Student pairs are more self -sufficient which reduces their reliance on the teaching staff. Qualitatively, paired students demonstrate higher order thinking skills than students who work alone. The results are in general positive and demonstrate the promising usage of this collaborative learning technique in the introductory programming courses.Before the experiment students will be explained basis of Scratch and the exact rules of PP technique. After the experiment they pairs will submit their projects, reflect on the peers’ projects and fulfill questionnaire on the attitude of students towards PP, as teaching method.TRANSCRIPT
University of Ljubljana
Scratch and pair programming
Irena Nančovska Šerbec
Jože RugeljUniversity of Ljubljana
Faculty of EducationDep. for math. and comp.
{Irena.Nancovska, Joze.Rugelj}@pef.uni-lj.si
Scratch
1 part
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Sources
Scratch download: http://scratch.mit.edu/ ScratchEd: http://scratched.media.mit.edu/
Scratch Lesson Plans: http://wiki.classroom20.com/Scratch+Lesson+Plans
Resources for parents and teachers to teach children Scratch programming : http://scratch.redware.com/
Web WORKSHOP: http://learnscratch.org/ Scratch Beginner's Guide - A Scratch Tutorial :
http://www.scratchguide.com/index.php?page=scratch-programming-tutorial-2
Marija Oblak, PROGRAMSKA ORODJA V POMOC UČENJU PROGRAMIRANJA, diplomsko delo, PEF UL, 2009.
Keith Patton, Sctartch, PPT: http://fortleboeuf.wikispaces.com/file/view/Scratch.ppt -
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Papers
Resnick, M., at all (2009). Scratch : Programming for all, Communications on ACM, Vol. 52, Iss. 11; 60. (retrieved from http://web.media.mit.edu/~mres/papers/Scratch-CACM-final.pdf)
Resnick, M. (2007). All I really need to know (about creative thinking) I learned (by studying how children learn) in kindergarten. Proceedings of the 6th ACM SIGCHI conference on Creativity & cognition - C&C '07, 1-6. New York, New York, USA: ACM Press. doi: 10.1145/1254960.1254961.(retrieved form http://web.media.mit.edu/~mres/papers/kindergarten-learning-approach.pdf )
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There are only 10 types of people in the world —those who understand binary, and those who don't.
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Endless Loop: n., see Loop, Endless.
Loop, Endless: n., see Endless Loop.
From Data Processing Dictionary
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Raise Your Hand If You
Have heard of Scratch other than at this lesson
Have downloaded Scratch?... but not gotten around to playing with it yet
Have played around with it Use it in your teaching
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Agenda
What is Scratch? Scratch and …
21 Century Learning Skills
the classroom
Programming
sprite is a two-dimensional image or animation that is integrated into a larger scene.
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What is Scratch?
A new graphical media rich programming language that allows users to make games animations interactive stories music art“Digital fluency” should mean designing,creating, and remixing, not just browsing,chatting, and interacting.
Resnick
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What is Scratch
It is intended especially for 8- to 16-year-olds (peaking at 12)
Engaging and intuitive Collaborative Scratch offers:
low floor (easy to get started) high ceiling (ability to create complex
projects) wide walls (support for a wide diversity of
projects)
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What is Scratch
imagine • program • share
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What is Scratch
Last version 1.4 Translation:
Available in Slovene
It is developed by the Lifelong Kindergarten group at the MIT Media Lab by a team led by Mitchel
Resnick first appeared in the may 2007
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The name Scratch is derived from the turntablist technique of scratching refers to both the language and its
implementation.
The similarity to musical "scratching”: usability the objects, graphics, sounds, and
scripts can be easily imported usability of projects
Interpreted dynamic visual programming language
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Scratch and … 21 century skills
Students learn to: select, create and manage multiple forms
of media. create media analyze media express themselves creatively and
persuasively.
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Scratch and 21 century
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Scratch and … 21 century skills
Thinking and Problem Solving Skills Students learn:
critical reasoning and systems thinking coordinate timings and interactions between
multiple sprites identify new problems and creative solutions break problems up into steps
Immediate feedback
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Scratch and … 21 century skills
Interpersonal and Self-Directional Skills The visual nature of the programming
=> sharablility They create with an audience in mind and
=> able to make easy changes based on feedback of others.
Social responsibility as they => interact with others through the scratch
website
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Scratch and the Classroom
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School
At Faculty of Education: An Introduction to programming(1 year study:Two-subject teachers: Computer
science and *)7th Grade Computer Literacy
Curriculum (Computer Science Curriculum). 12 years old children
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motion control looks
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sensing sound operations
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pen variables
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Day 1
Day One – Discuss types of games (ex. role-playing game, shooters, mazes, skill, sports …)
Explore Environment and Use Scratch Cards (12)
With partners start planning game using workshop design guide
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Move, Clone, Cut, Change Shape
Sprite List
StageSprite
PositionFull
Screen
Stage
Create, Find or Surprise Sprite
Start and Stop Game
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Scripts Area
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Blocks
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Day 1
Programming concepts that students will be introduced to: Loops If/Then conditions Sequences Variables Threads coordination and synchronization Boolean logic random numbers Trial and Error
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Day 2
Students begin programming (individually)
Examples
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Example - guess
Elephant imagines a number between 1 and 100. Guess which one. If you guess the number, it changes its colour and stretches trunk. If the imputed number is lower than his, he said, "My number is bigger." If imputed number is greater than his, he said, "My number is smaller."Learning Objective:Understanding conditional sentences, reading input
Example: GUESS_number.sb
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Example – ball and stick
Creating their own sprites: stick and ball. Stick, we put it next to the edge, move vertically with the aim to hit the ball. The ball is bouncing off the edges at random.
Learning Objective : Creating game
Examples: igra_palica_zoga.sb in igra_palica_zoga_zadetki.sb
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Day 3
Explore http://scratch.mit.edu Set up an account Pair programming concepts
introduction
Download three games that are similar to the ones that you want to create
See how these games are coded Save a game to your web account
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Day 4
Set up pair programming Discuss the use of broadcasting to go to
another level
Constant Student Interaction – Ask 3 before me.
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Day 5
Troubleshoot and peer review
University of Ljubljana
Pair Programming
2 part
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Papers
Williams, L., & Kessler, R. (2000). All I really need to know about pair programming I learned in kindergarten. Communications of the ACM, 3(5), 108-114. ACM. Retrieved from http://portal.acm.org/citation.cfm?id=332833.332848.
Nančovska Šerbec, I., Kaučič, B., & Rugelj, J. (2008). Pair programming as a modern method of teaching computer science. Int. j.: emerg. technol. learn., vol. 3, s2, 45-49.
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Williams, L., & Kessler, R.: All I really need to know about pair programming I learned in kindergarten.
Resnick, M.: All I really need to know (about creative thinking) I learned (by studying how children learn) in kindergarten
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http://www.hanoulle.be/2009/11/pairprogramming-is-like-sex/
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Agenda
Terms Motivation/inspiration Instructions
“All I Ever Need to Know about Pair Programming I Learned in Kindergarten”
Advantages and disadvantages Pair programming experiment Survey on the experience Conclusions
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Terms
Pair programming (PP) is a practice where two programmers work together at one computer, collaborating on the same design, algorithm, code, or test
Extreme Programming (XP) is a software engineering methodology (and a form of agile software development)
Collaborative learning refers to methodologies and environments in which learners engage in a common task in which each individual depends on and is accountable to each other
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Motivation
Experiences from teaching programming - students implicitly practiced PP without being aware of that
Modern studies confirmed the advantages of the method: novice–novice pairs against novice solos
experience significantly greater productivity gains than expert–expert pairs against expert solos
Related to collaborative work Preparing for project work Questionable story about XP
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Scenario
The pair is made up of a driver and navigator, driver actively types at the computer or records a
design navigator watches the work of the driver and
attentively identifies problems and makes suggestions
Both are also continuous brainstorming partners. Rules of behavior are defined:
PP relationship is very active: communicate, at least every 45 to 60 seconds.
switching roles every 30-45 minutes or after the task is finished
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If PP “works” or it doesn’t work?
L. Williams (2000): coupled programmers in the average are 15 % slower then solo programmers but they produce 15 % less errors
Arisholm (2007): 48% increase in correctness but no significant difference in time
Lui, Chan (2006): methodology is better for novices
Testing and debugging are expensive
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All I Really Need to Know I Learned in Kindergarten(By Robert Fulghum, 1988 )
Share everything. Play fair. Don’t hit people. Put things back where you
found them. Clean up your own mess. Don’t take things that
aren’t yours. Say you’re sorry when you
hurt somebody. Wash your hands before
you eat. Flush.
Warm cookies and cold milk are good for you.
Live a balanced life – learn some and think some and draw and paint and sing and
dance and play and work every day some.
Take a nap every afternoon.
When you go out into the world, watch out for traffic, hold hands and stick together.
Be aware of wonder.
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Advantages
More discipline Better code (less errors, easier to understand) Flexible software development Knowledge interchange between the partners Pleasant atmosphere Mutual ownership of the sources Supervision Cohesion in the team of two (in the pair participants
became more familiar) Pair is less sensitive on disturbances from environment We need less computers (PC-s or workstations)
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Disadvantages
Giving instructions to the less experienced is tiring Experienced programmers rather work independently
and they fill uncomfortable in the pair Experienced programmer produces code without (or with
less) bugs and it is purposeless to be paired Is difficult to compare pair with solos empirically Differences in the programming styles cause conflicts Par could program less hour/day in comparison with solos
which influence the deadline In the SW enterprises where programmers work at home
PP is difficult to realize
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Experience (1)– novices
At Faculty of Education: An Introduction to programming(1 year study:Two-subject teachers: Computer
science and *) Background knowledge:
From flow-chars to working programes
The last month in the semester
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Experience – time table
1. Students are sent URL with longer test on programming
2. Homework, reading the paper: All I Really Need to Know I Learned in Kindergarten
3. 30 min discussion on the rules in the pair4. Divide into pairs, who chose their names5. Each pair is randomly given programming
exercise6. Pairs are presenting their programs and
presenting their experience with pro et contra debate
7. Students fulfill web-poll
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Web-poll and test
1. Time framework of PP?2. Which positive experience with PP
would you put out? 3. Which negative experience with PP
would you put out?4. Please, take few minutes to solve the
web adaptive test in Moodle environment. Is you result better/equal/ worse then the former, wider test?
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Experience from PP 1. generation
6%6%
6%
66%
16%
negative
nothing spec.
no opinion
good
excellent
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Web poll results
3/4 and even more said that the experience was positive
9 of 16 were more or equally successful in solving the second (quick) test
Suitable for novice programmers We continued with the PP practice
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Experience (2)
course Computer science practice – generation started 2007/08
We exclude the influence of the teacher
The same learning materials as in the Experience (1)
Experience from PP, 2 generation
0% 14%0%
53%
33%
negative
nothing spec.
no opinion
good
excellent
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Experience (3)
Course Programming contents: dynamical structures (pointers)
in Pascal 2 school hours 2 exercises 2 groups: PP, collective solving the
examples Exercises of different level of difficulty Pairs need less time for adjustment Pairs achieved better results then the
group, which collectively solved the examples
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Experience (4)
Course Programming Contents: programming language C 2 groups: opposite with experience 2 Knowledge assessment with short test
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4 years experience PP
82 % had positive experience with PP or they founded PP good or excellent
63 % of the students who participated the PP experiment showed better results on the testing after the PP which could
mean that better understanding of programming concepts was achieved
Cumulative experience of 3 generations
4% 10%
4%
59%
23%negative
nothing spec.
no opinion
good
excellent
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Conclusion
Modern form of collaborative work Knowledge improvement We will continue with the PP and
Scratch
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