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P4 / BITS &BYTES Computational thinking unplugged! !

P8 / MINECRAFTMinecraft Club: Content and Reflections !

P12 / ALLCANCODE Allcancode: an adventurous coding game

P16 / PROGRAMMING Programming in the classroom !

ISSUE 9

!www.ictinpractice.com

Transforming education through sharing knowledge and practice Created by educators from around the world

AUTUMN EDITION OCT 2014

ISSN 2053-5104

ICT in Practice

http://www.bitsandbytes.cards

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!2

!“Coding is all about unleashing our creativity, in the process of making something beautiful

through our thinking.” !

(Yasemin Allsop)

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Where did September go? Honestly it felt like a week, the week of September. Now there are poorly translated Christmas lyrics blaring in the Carrefour that serves the community here in Shanghai, while Halloween costumes are for sale. Clearly, these are some of the worst aspects of globalization.  Yet I cannot help but be reminded daily that we are all part of that global community. I live with Chinese nationals, Turks, Indians, Germans, Koreans … my days are blessed with hearing many tongues and sharing in the “Third Culture” of overseas life. !As a teacher I experience first hand the clashing and blending of educational philosophies. All expats in Shanghai are tied to education in one form or another. Either we teach at international schools or send our kids there, or both. In my school alone over fifty

nationalities are represented. Of course we debate the proper role of technology. A few families insist that the Waldorf Model, one that eschews the use of technology on campus, is the best one. Other families question why we do not give iPads to our students in addition to their MacBook Pros. !As the high school technology integration coach I find myself in the middle of the debate where, I hope, I can contribute elements of research and reason into discussions that can quickly lose objectivity. My view is simple. ICT in education should never really be about the technology. The focus must always be on efficiently and effectively facilitating learning, among both students and faculty. That means ongoing, robust professional development for teachers and skills development for students. That means taking risks and seeing failure not as a dead end, but rather as iteration to success. It means doing what we have successfully done in the past, yet now seeking means and methods that make our past experience even more relevant, differentiated, and focused on the

specific needs of the students we find before us.!It means risk. Nothing ventured, nothing gained. Who dares, wins! ICT in Practice is a wonderful example of that risk taking. From modest beginnings this publication now shares ideas from great minds with thousands of colleagues across the globe. It has branched out to forum talks and monthly seminars that discuss cutting edge issues. These efforts bring together a global community working together, to share and grow, in our chosen fields; to be better than we can be alone. !So put on your tackiest pirate costume and jump on board this one-horse open “slee.” This edition of ICT in Practice is ready to ride! !!Christopher Carter!Social Science Team Lead/Tech Coach/Teacher!Concordia International School Shanghai, China!chris.carter@concordiashanghai.org!Twitter: @christocarter!!

Contents

‘Bits& Bytes: Computational thinking unplugged!’ by Andrew Mills page 4-7

‘Minecraft Club: Content and Reflections ’ by Timothy Weih page 8-11

‘Allcancode: an adventurous coding game’ by Kostas Karolemeas page 12-13

‘Reflections of a teacher on GBL in education’ by Marcin Siekanski page 14-15

‘Programming in the classroom’ by Ben Eilenberg page 16-17

‘Tower Cranes’ by Nicola schofield page 18-19

From the editor

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!4

BITS & BYTES: COMPUTATIONAL THINKING UNPLUGGED! by  Andrew  Mills  h"p://www.bitsandbytes.cards

The beginning of the new school year in

England heralded the introduction of a new

curriculum for primary schools that was

described by some as a “revolution in

education”. In what was a world first, these

changes include the study of computer coding.

!The inclusion of computer coding is a move

that should be applauded, especially given the

increasing pervasiveness of software and the

Internet. Twenty years ago the thought of

shopping online was scoffed but since then the

prevalence of the Internet has grown

exponentially and this is set to continue and

escalate well into the future. We see children

using tablet devices and computers now, and

instantly think these children “know

computers” or that they are experts in

computers, but nothing can be further from the

truth. These children are simply adept at

operating an interface, not a computer. If this

continues then this generation of children will

be nothing more than passive consumers,

unable to influence products and services of

the future. If we want this generation of

children to be a generation of creators then

they need to understand computer coding.

This is not to say that every child should be a

computer programmer when they grow up but

given the current trajectory of technology it

will be important for them to be able to

understand how computers work and the way

computers approach a problem. In the future

computers will touch every facet of their lives.

!!!!!!!!

!5

By  including  computer  coding  in  the  na:onal  

curriculum  we  are  preparing  our  children  for  

the  future,  but  are  we?    

In  some  respects  referring  to  it  as  “computer  

coding”  in  the  curriculum  is  a  misnomer  

(especially  for  children  in  KS1).  What  is  actually  

being  taught  is  the  mindset  –  the  ability  to  

approach  a  problem  and  devise  a  step-­‐by-­‐step  

solu:on  to  the  problem.  What  is  actually  being  

taught  is  logical  thinking  –  but  I  guess  calling  it  

“logical  thinking”  isn’t  as  sexy  on  the  

curriculum  as  “computer  coding”.  

I  shake  my  head  with  despair  when  I  read  

about  primary  schools  and  parents  rushing  out  

to  buy  tablets  and  electronic  devices  for  

children  in  KS1  classes  simply  so  they  can  

comply  with  the  new  curriculum.  These  

purchases  stretch  already  over-­‐stretched  

budgets  and  why  are  we  going  down  this  path  

when  there  are  countless  studies  saying  we  

should  be  limi:ng  the  amount  of  “screen  :me”  

children  have  each  day  why  are  we  

encouraging  more  screen  :me?  I  know  my  

children  don’t  need  another  reason  to  stare  at  

a  screen.  

Over  two  years  ago,  before  the  announcement  

that  computer  coding  would  become  part  of  

the  na:onal  curriculum,  I  was  grappling  with  

this  same  issue  –  teaching  children  the  

fundamentals  of  computer  coding  with  a  

computer  or  expensive  electronic  device.  APer  

several  months  I  had  the  answer  –  a  card  

game.  A  card  game  called  “Bits  &  Bytes”.  

!!!!!!!!

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Bits  &  Bytes  teaches  computa:onal  thinking  (or  as  I  prefer  to  refer  to  it  –  the  fundamentals  of  computer  coding)  through  a  simple  card  game  that  children  of  all  ages  have  fun  playing  –  no  computer  or  knowledge  of  computers  is  required.  

The  rules  of  the  game  are  simple.    

Between  two  and  four  children  can  play  at  once.  Each  child  takes  their  turn  in  moving  their  “programme”  (which  resembles  a  monster  and  their  home  planet  is  called  Ram),  with  the  objec:ve  being  to  get  their  programme  home.  They  take  it  in  turns  issuing  instruc:ons  –  turn  right,  move  forward,  turn  around  and  so  on.  If  they  uncover  a  wall  in  front  of  them  they  cannot  move  and  need  to  think  of  another  way  to  reach  home.  Sounds  simple  right?  And  it  is.    

But  that’s  just  the  basic  rules  –  this  is  where  the  children  start  geVng  crea:ve  –  and  crea:vity  is  incredibly  important  for  computer  coding  (coding  is  one  of  the  most  crea:ve  industries).    

If  the  child  uncovers  a  bug  they  can  be  sent  back  to  the  start  or  they  can  play  a  different  rule  where  they  send  somebody  else  back  to  the  start  (for  children  playing  who  are  age  4-­‐5  we  recommend  everybody  goes  back  to  the  start).  If  they  uncover  the  dreaded  overlord,  Seepeeu  (pronounced  CPU),  then  everybody  is  

captured  and  sent  back  to  the  start.  Or  the  children  may  be  very  lucky  and  discover  a  precious  gem  like  a  ruby  on  Earth  but  is  called  a  “Func:on”  on  the  planet  Ram.  If  they  discover  this  gem  then  the  child  can  play  this  card  and  create  a  func:on  –  for  example:  IF  <wall  in  front>  THEN  <knock  down>;  or  DO  

<keep  going  forward>  UNTIL  <there  is  a  wall  in  front>;  the  limit  on  the  func:on  they  create  is  their  imagina:on.  

APer  a  few  :mes  playing,  children  start  crea:ng  their  own  rule  for  what  each  card  does,  which  is  great.  We  want  children  to  be  crea:ve.  

If  children  master  this  level  of  play  then  it  can  become  more  difficult.  

Either  the  children  can  put  two  or  more  decks  together,  making  the  game  grid  much  larger  and  thus  more  complex,  or  they  can  even  write  their  very  first  computer  program  (without  using  a  computer).  In  this  version  of  the  game,  each  child  takes  it  in  turns  to  lay  out  every  step  in  advance  that  is  required  to  take  their  programme  from  start  to  home.  They  then  run  their  programme  through  each  step/instruc:on  (effec:vely  a  line  of  code).  If  they  encounter  a  wall,  a  bug  or  the  dreaded  Seepeeu  then  their  sequence  of  instruc:ons  doesn’t  work  and  they  have  to  debug  their  code.  While  they  do  that  the  next  person  has  their  turn  and  so  on.    

This  en:re  process  of  laying  out  their  code  in  advance  and  then  debugging  is  the  exact  same  process  as  wri:ng  a  computer  program  and  the  children  are  doing  it  without  a  computer  (and  in  most  cases  they  don’t  even  realise  they  are  coding).  Their  eyes  light  up  when  you  explain  to  them  what  they  have  done.  

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But  the  game  does  much  more  than  this.  

Every  part  of  the  game  has  been  designed  to  

make  children  feel  comfortable  with  

computer  coding  –  ready  to  actually  code.  

The  terminology  in  the  game  (for  example:  

the  character  names)  uses  common  

computer  terms.  The  font  used  is  commonly  

found  in  coding  user  interfaces.  The  backstory  

of  the  game  explains  how  computers  basically  

work.  

Why  a  card  game  you  might  be  asking?  Out  of  

all  the  poten:al  formats  Bits  &  Bytes  could  

have  taken,  a  card  game  provided  the  most  

flexibility  and  encouraged  the  most  crea:vity.  

If  it  had  been  a  board  game  the  players  would  

be  limited  to  the  extent  of  the  board,  if  it  

were  an  app  the  player  would  have  been  

limited  to  what  the  programmer  of  the  app  

allowed,  but  a  card  game  is  different.    

Children  can  increase  the  game  grid  to  make  

it  more  complex  (or  decrease  the  size  of  the  

grid  to  make  it  easier),  they  can  change  the  

rules,  and  within  the  same  game  it’s  easy  to  

have  different  versions  of  the  game  to  suit  

the  more  advanced  children.  

Not  only  that  a  card  game  is  affordable  (the  

price  of  one  cheap  netbook  is  the  equivalent  

of  10  games  of  Bits  &  Bytes,  which  up  to  forty  

children  can  play  at  once),  it  doesn’t  take  up  

space,  children  from  age  4  through  to  age  11  

can  play  the  game,  it  doesn’t  ma"er  if  they  

can  use  a  computer  already  or  if  they  are  a  

boy  or  a  girl.  It’s  a  card  game.  

Children  play  Bits  &  Bytes  and  they  are  

learning  computa:onal  thinking  –  the  

fundamentals  of  computer  coding.  To  be  

precise,  they  are  learning:  

•Problem  solving  –  Breaking  down  problems  

into  their  components  

•How  a  step-­‐by-­‐step  process  leads  to  a  

solu:on  

•The  sequencing  of  instruc:ons  (and  once  a  

child  has  mastered  the  game  they  can  create  

their  own  programs  –  just  like  real  coding)  

•Algorithms  (an  algorithm  is  a  series  of  

ordered  steps  taken  to  solve  a  problem  or  

achieve  an  objec:ve)  

•Developing  a  logical  mindset  

•And  much  more,  and  all  without  a  computer  

or  any  required  computer  knowledge  on  

behalf  of  the  teacher  or  parent.  

My  background  is  in  computer  programming.  

I’m  passionate  about  it  and  teaching  children  

to  code  (I  volunteer  to  teach  coding  to  

children  in  years  5  and  6  at  the  local  primary  

school).  I’m  so  passionate  about  teaching  

children  to  code  that  when  it  came  to  funding  

the  first  producAon  run  of  Bits  &  Bytes  

(through  crowd  funding)  I  wanted  to  not  only  

raise  funds  but  also  raise  games  to  donate  to  

primary  schools  in  the  UK.  At  the  Ame  of  this  

arAcle  we  have  raised  almost  150  games  that  

will  be  donated  to  15  primary  schools  –  that’s  

15  primary  schools  that  will  be  able  to  teach  

up  to  40  children  at  once  the  fundamentals  of  

computer  coding  at  no  cost  to  them.  It’s  

something  I  hope  to  be  able  to  conAnue  in  the  

future.  

!!!! !!

!8

by  Timothy  G.  Weih,  Ph.D.  Associate  Professor  of  Educa:on  University  of  Northern  Iowa,  USA  

The  purpose  of  this  arAcle  is  to  describe  a  

computer  club  that  was  based  on  the  video  

game  MinecraL  in  hopes  that  others  interested  

in  developing  either  a  MinecraL  Club  or  any  

kind  of  a  computer  club,  will  find  this  

informaAon  useful.  The  club  met  in  July  of  2014  

at  a  public  library  located  in  a  rural  town,  i.e.,  

under  10,000  populaAon  and  not  close  to  a  

larger  city,  in  the  Midwestern  United  States.  

The  members  were  eight  boys  ranging  in  age  

from  9-­‐12.  The  structure  and  organizaAon  of  

the  club  followed  a  format  similar  to  a  book  

club,  but  instead  of  a  book,  the  main  text  was  

MinecraL.  

!Content    

The  club  met  on  Mondays  and  Thursdays  

weekly  during  the  month  of  July  from  10:00  

a.m.  to  11:30  a.m.,  and  the  mee:ngs  were  

scheduled  to  fit  around  the  library’s  busy  

summer  schedule.  The  mee:ngs  began  with  

the  boys  gathering  around  an  oval  table  in  a  

small  conference  room.  This  was  for  the  

purpose  of  developing  some  camaraderie  

between  the  boys  with  the  common  

associa:on  of  MinecraP  through  discussion  

and  sharing.  The  boys  talked  about  the  content  

of  the  game,  their  personal  achievements,  and  

updates  to  the  game,  and  they  set  personal  

gameplay  goals.  In  addi:on,  the  librarians,  at  

my  request,  had  placed  numerous  books  

related  to  the  content  of  MinecraP  in  the  

conference  room  for  the  boys  to  browse  

through  while  they  discussed  the  game.    

The  books  included  :tles  from  the  following  

categories:  animals,  farming,  and  crops;  rocks,  

minerals,  gems,  metals,  and  mining;  land  

features,  biomes,  and  trees;  tools  and  

weapons.  Each  of  these  categories  was  further  

defined  with  specific  items  that  were  part  of  

the  game.  Moreover,  there  were  nonfic:on  

and  fic:on  books  about  survival,  hun:ng,  

camping,  engineering,  architecture,  smel:ng,  

masonry,  and  Medieval  Europe-­‐all  topics  within  

the  game.  The  books  were  spread  out  on  the  

conference  table  before  the  boys,  and  they  

would  casually  pick  them  up,  browse  through  

them,  talk  about  the  content  in  rela:on  to  the  

game,  and  the  books  were  available  for  them  

to  check  out  from  the  library.  The  purposes  of  

the  books  were  to  help  the  boys  see  the  

rela:onships  between  the  game,  literature,  

and  subjects  of  study  in  school,  i.e.,  social  

studies,  science,  engineering,  architecture,  and  

math.  Equally  important,  the  books  could  help  

the  boys  have  a  deeper  understanding  of  the  

contents  of  the  game,  thereby  increasing  their  

knowledge  and  enjoyment.  

Minecraft Club: Content and Reflections

!

!9

The  boys  also  brought  items  from  home  to  talk  about   and   share   that   were   connected   to  MinecraP   (ar:facts  of   the   game).   These   items  included   things   they   made,   books,   ac:on  figures,   legos,   paper   craPs,   plush   figures,  clothes,   and   soP   tools   and   weapons.   The  purposes  of   these   items  were   to   further  build  conversa:on  around  the  contents  of  the  game,  thereby   fostering  a  game-­‐based  culture  within  the  club.  During   the   first   club   mee:ng,   the   boys   were  each   given   a   booklet   that   contained   a  statement   about   the   purpose   of   the   club   for  the  members  which  was   to  play  and  have   fun  with  MinecraP  and  to  talk  about  the  game  and  learn  more   about   the   contents   and   gameplay  with  each  other.  The  booklet  had  the  mee:ng  agenda,  which  was  to  first  meet  for  15  minutes  in   the   conference   room   to   talk,   share,   look   at  books,  and  set  personal  goals  for  gameplay  for  that  mee:ng.  This  was  followed  by  one  hour  of  gameplay   on   the   computers   during   which  members  can  talk,  share,  and  help  each  other.    The   mee:ngs   concluded   back   in   the  conference  room  for  the  last  15  minutes  to  talk  about   gameplay,   achievements,   and   game  strategy.    The   booklet   contained   the   club   rules,   which  were   the   following:   use   school   or   library  volume   for   your   voices;   when   someone   is  speaking   listen   without   talking;   it   is   okay   to  disagree,  but  act  kindly  and  use  friendly  words;  and   always   let   your   club   leader   know   where  you  are  in  the  library,  for  example,  if  you  go  to  the   restrooms,   or   if   you   are   leaving   to   go  home.   Finally,   the   booklet   contained   some  basic   direc:ons   for   how   to   get   started   in   the  game   and   some   essen:als   about   how   to   play  the  game.  Following  the  conference  por:on  of  the  mee:ngs,  which   lasted   about   15  minutes,  

the   boys   met   at   the   library’s   desktop  computers   to   actually   play   the   game.   There  were   eight   computers,   separated   into   groups  of   four   computers   to   a   table,   with   a   large  library   reference   desk   service   area   that  separated   the   two  groups.  This  was   located   in  the   central,   open   part   of   the   library  surrounded   by   the   library’s   bookshelves,   and  not   in   a   separate   room.   The   library   had  reserved  and  set  aside  these  computers  just  for  the   club’s   use.   The   boys   played   the   game   on  these  computers  for  the  remainder  of  the  club  mee:ng  :me.  !Reflec7ons  about  the  Club  Loca7on  The   library   performed   as   a   central   loca:on  within   the   community   that   most   of   the   boys  were   able   to   ride   their   bikes   to,   thereby  providing  for  easy  access  for  them.  Some  boys  were   brought   by   their   parents   along   with  younger   siblings   and   the   parents   remained   in  the   library   browsing   books,   a"ending   other  programs  with  their  younger  children,  or  doing  their   own   job-­‐related  work   on   their   personal,  portable  computers.    Some:mes   the   parents,   along   with   the   boys’  siblings,   interacted   during   the   :me   the   boys  were   playing   the   game,   thereby   making   the  computer  club  more  of  a  family   literacy  event,  than   a   detached   club.   Addi:onally,   other  children  in  the  library  frequently  stood  next  to  the  club  members  while  they  played  MinecraP,  which  furthered  a  sense  of  community.  !Schedule  The   club   met   twice   a   week   for   four   weeks  during   the   month   of   July.   There   were   many  advantages  for  this  type  of  schedule.    !

!

!10

Since  the  club  met  on  Mondays  and  not  again  un:l   Thursday,   I   had   an   ample   :me   to   create  any   materials   that   I   saw   the   club   members  needed   and   get   them   ready   for   the   next  mee:ng.   I   also   had   :me   to   work   out   any  details  that  came  up  with  using  the  library  and  the   computers.   Most   importantly,   the  members   had   a   long   dura:on   to   get   to   know  each   other   and   develop   trust   and   friendship,  and   this   scheduled   frame  also  gave  me  plenty  of   :me   to   develop  working   rela:onships  with  the  library  staff.    Mornings  worked  out  well  because  most  adults  from   the   community   were   at   work   and   not  using  the  library,  and  the  hour  and  half  of  each  mee:ng   period   gave   us   enough   :me   to  develop  camaraderie  before  gameplay,  and  s:ll  have   enough   :me   to   play   the   game.   I   had  ini:ally   planned   for   the   boys   to  meet   back   in  the  conference  room  to  discuss  their  gameplay  and  have  some  kind  of  a  conclusion  or  wrap-­‐up  for   each   mee:ng,   but   from   the   start,   it   was  difficult   to   get   the   boys   off   of   the   computers,  so   this   never   did   workout.   So,   to   conclude,   I  would  tell  them  when  our  mee:ng  was  almost  over,   and   then   they   either   leP   with   their  parents,  or  rode  their  bikes  home.  !Procedures  The  club  was  structured  around  the  format  of  a  book  club  with  the  video  game  taking  the  place  of   the   main   “book”   or   text.   Book   clubs   were  planned   ac:vi:es   that   the   library   frequently  held,   therefore,   something   that   was   familiar  not  only  to  the  library  staff,  but  also  to  many  of  the  children  in  the  club.  Giving  each  member  a  booklet  that  contained  the  purpose  of  the  club,  what  happens  during  the  mee:ngs,  club  rules,  and  some  basic  direc:ons   for  how  to  play   the  game,  proved  to  be  very  useful.  I  saw  many  of  the   boys   reading   through   the   booklet   during  

the   conference   :me   and   using   it   during  gameplay   on   the   computers.   The   same  procedures   and   rules   were   followed   for   each  mee:ng,   thereby   lending   a   sense   of   stability  for  the  children.  

The  Books  The   library   staff  gathered   several  dozen  books  all  related  to  the  content  of  MinecraP  from  the  categories   and   topics   that   I   had   given   them.  These   books   were   placed   in   the   conference  room,   and   I   sca"ered   them   around   the   oval  table  that  the  boys  sat  at  so  they  could  readily  see  them.    Ini:ally,  the  boys  expressed  surprise  to  see  the  literature  connec:ons  of  MinecraP,  and       the  boys   frequently   picked  up   the  books   and  looked   through   them,   but   they   did   not   bring  them  to  the  computers,  and  they  did  not  check  any   out   during   the   mee:ngs.   The   reason   for  this   could   be   that   they  were   very   focused   on  playing   the   game,   rather   than   reading   books.  They  may  have  checked  out  some  of  the  books  aPer   the  mee:ngs  or  even  at   a  different  :me  while   visi:ng   the   library.   Seeing   literature  related  to  the  content  of  the  game,  rather  than  only  manuals  on  how  to  play  the  game,  was  a  new  experience  for  most  of  the  boys,  and  one  that  may  have  delayed  results,  so  I  recommend  keeping  this  component  of  the  club.    The  Ar7facts  The  ar:facts  were  objects  either  self-­‐created  or  purchased  by  the  boys  that  were  related  to  the  game.   This   went   over   very   well.   All   the   boys  brought   items   to   talk   about   and   share.   There  was  some  mock  sword  figh:ng  that  took  place,  but   all   in   good   fun.   A   standing   source   of  an:cipa:on,  amusement,  and  challenge  was  to  be  the  first  one  to  spot  the  ever-­‐roaming  plush  Creeper   that   hid   in   different   loca:ons   around  the  conference  room.    !

!

!11

I  stressed  that  they  could  bring  something  self-­‐created,  and  this  is  very  important  considering  not   all   families   have   the   same   abili:es   to  purchase   items   and   specialty   clothing.   For  example,   one   boy   brought   his   self-­‐developed  journal  of  handwri"en  craPing  recipes  (a  major  component  of  MinecraP).        

Library  Spaces  and  Materials  The  library  conference  room  with  its  large,  oval  table   situated   in   a   smallish   room   with   huge  windows   overlooking   the   library’s   prairie  gardens   provided   a   place,   away   from   the  computers,   during   which   the   boys   could  develop  some  camaraderie  with  each  other.   It  was   a   :me   to   joke   around,   have  mock   sword  ba"les,   talk   about   new   updates   to   the   game,  plan  out   game   strategy,  browse  books,   and   to  share  personal  MinecraP  ar:facts.    I  had  hoped  that   we   could   also   conclude   each   mee:ng   in  the  conference  room,  but  once   the  boys  were  actually   on   the   computers,   they   did   not  want  to  leave  un:l  the  very  end.  The   library   computers   were   sufficient   to   play  the  game,  but  somewhat  slow  in  loading  it.  The  boys  made  good  use  of   the  :me  wai:ng  with  con:nued  discussion  started  in  the  conference  room.   A   major   drawback   was   that   the   two  tables  of   four  computers  each  were  separated  by   a   large   library   reference   desk   area.   This  hampered  collabora:ve  gameplay  since  they  all  wanted   to   play   together,   which   they   could  online,   but   they   also   wanted   to   be   physically  close   to   each   other   for   talking,   sharing,   and  helping  each  other.  The  loca:on  of  the  computers  in  the  middle  of  the   library   was   somewhat   bothersome   for   a  few  of  the  adult  library  patrons  because  of  the  noise   the   boys   made   while   playing.   Even  though   the   game   itself   has   very   soP   internal  sounds,  the  boys  got  excited  when  playing  and  their  volume  would  rise.  The  library  staff  were  not   concerned   about   this   and   said   they   just  

wanted  the  library  to  be  an  interac:ve  learning  place   for   children.   Having   the   computers   in   a  central   loca:on   also   made   the   gameplay  component  of  the  club  accessible  for  the  boys’  families   and   other   children   in   the   library  who  frequently   par:cipated   lending   a   community  context  to  the  events.    I  had  purchased  a  classroom  teacher’s  version  of   MinecraP   from   MinecraPedu   that   I  downloaded   onto   the   library’s   computers.  When  choosing  this  version,  members,  who  did  not  have  personal  accounts,  could  play  without  having   to   purchase   an   account   first.   This  worked   out  well,   because   several   of   the   boys  did  not  have   their  own  account,  and   the  ones  that  did,  did  not  know  how  to  log  in  with  their  user  name  and  password.  Since  I  already  had  a  version   downloaded   on   the   computers,  members  were  ready  to  play  immediately.  

Conclusions  This   was   the   first   video   game   club   that   the  library  had  ever  hosted   and   the  first   for   all   of  the   boys   as   well.   The   library   staff   were   very  suppor:ve   and   helpful   which   made   for   a  posi:ve   learning   environment.   The   boys  were  very  excited  during  each  mee:ng  to  talk  about  and   play  MinecraP   together.   Even   though   the  game   can   be   played   online   with   mul:ple  players,   these   players   are   usually   not   actually  physically   with   each   other,   and   most   of   the  boys   had   never   experienced   playing   a  mul:player   game,   on   their   own   computer,  alongside   the   people   they   are   playing   with.  When   this   happened   during   the   club,  collabora:ve  gameplay  took  on  mul:ple   levels  of   communica:on  with   the  boys   helping   each  other,  sharing  roles  and  tasks  within  the  game,  narra:ng  their  gameplay  aloud,  and  in  essence,  collabora:ve   gameplay   became   very   real   and  very   exci:ng.   A   game-­‐based   culture   emerged  through  MinecraP  Club.  !

!12

Computers   a re   everywhere!   In   our  

smartphones,   in   our   TVs…   even   in   our  

refrigerators!    

!These   incredible   machines   have   changed   the  

way   we   do   things.   Think   about   a   text   editor  

that   helps   us   write   down   our   thoughts.   Also  

think   about   social   networking   and  messaging  

apps   that   helps   us   communicate   with   each  

other.   Computers   have   also   changed   the  way  

we   think   and   make   decisions.   They   give   us  

access   to   informa:on   in   ways   it   was   not  

possible  before.  Think  about  the  knowledge  in  

Wikipedia  and  the  power  of  Google  Search.  

!They   are   arguably   an   extension   to   our   brain!  

Imagine   the   power   of   being   able   to   control  

these  machines.  We  would  know  how  to  give  

them   step-­‐by-­‐step   instruc:ons   on   solving   a  

problem.  Then  we  would   just   feed   them  with  

relevant   pieces   of   informa:on   just   get   the  

solu:on   fast   and   without   geVng   :red.   The  

solu:on   that   could   make   our   personal   of  

professional  lives  be"er!  

The  art  of  programming  a  computer  (coding)  is  

about   puVng   together   those   step-­‐by-­‐step  

instruc:ons.   Everyone   can   master   it.   It   takes  

:me   as   it   is   the   case   with   any   art   but   we  

founded  Allcancode  just  to  make  it  doable!  

!Our  game  

We   believe   that   the   best   way   to   master  

programming   is   by   making   it   a   fun   process  

through  games.  Star:ng   from  younger  kids   (6  

to   12   y.o.)   we   designed   an   adventure   game  

where  Marco  is  the  main  character.  He  starts  a  

long   journey   towards   learning   more   about  

himself.   Down   the   path   friends   will   help   him  

and  enemies  will   hinder  him.   Levels   or   series  

of   them  present   a   goal   that   the  player  needs  

to   achieve   by   giving   step-­‐by-­‐step   instruc:ons  

to  Marco.  

!A   writer   of   children's   literature   provides   the  

storyline.   He   works   close   with   the   game  

designer   while   the   end   result   is   validated   by  

teachers  in  classrooms.  

!

WHY WE CREATED

ALLCANCODE? by Kostas Karolemeas

!13

Our  visual  programming  language  

We  have  chosen  a  custom  visual  programming  

language   over   a   real   one.   It   is   easier   to  

understand   and   more   fun   to   apply.  

Professional   developers   tend   to   argue   on  

which   is   the   best   programming   language.   In  

reality   there   is   no   best   or  worst   but  more   or  

less   suitable   for   a   specific   problem   /  

applica:on.   Once   one   masters   the   art   of  

programming  using  any  language  she  can  then  

learn   and   apply   any   other   really   fast.   The  

computer  language  is  a  means  for  expressing  a  

solu:on   so   that   the   computer   can  execute   it.  

The   goal   is   to   learn   how   to   put   together   the  

solu:on   in   the   first   place.   Our   visual  

programming   language   avoids   the   syntac:c  

sugar  of  real  ones.  This  makes  it  easier  to  read  

and   understand   without   sacrificing   its  

expressive  power.  

Current  Status  

We   have   delivered   the   first   10   levels   that  

teach   simple   instruc:ons,   repeat-­‐n-­‐:mes   and  

repeat-­‐while.   The   next   10   levels   due   in  

October   2014  will   introduce   if-­‐then-­‐else.   This  

will   complete   the   first   set   of   levels.   The   next  

set  will  introduce  the  concept  of  memory  (i.e.  

variables).   In   parallel   that   set   will   foster   the  

development  of  simple  algorithms.  The  goal  is  

to   gradually   present   goals,   which   are   more  

difficult   to   achieve   and   thus   require   complex  

logic.  

!The  game  is  available:    

For  browser  on  Windows  and  Mac:  

Directly:  h"p://marco.allcancode.com  

T h r o u g h   C h r o m e   S t o r e :   h " p s : / /

chrome.google.com/webstore/detail/run-­‐

marco/objdeaibfajdoeikopmgincdhjiufle  

!On   Google   Play   for   Android   tablets   (7"   and  

up):    

h"ps://play.google.com/store/apps/details?

id=com.allcancode.runmarco  

!On  iTunes  Store  for  iPads:  

h"ps://itunes.apple.com/us/app/run-­‐marco!/

id919554969  

!!!!

!14

The   history   of   humanity   is   a   consequence   of  

educa:on   and   the   ability   to   teach   and   learn.  

Almost   all   inven:ons   have   had   to   follow   the  

hard   road   to   being   accepted   by   socie:es   or  

cultures.  The  ability  to  read  or  write  hundreds  

of   years   ago,   had   magician   s:gmatas   and  

problems  with  social  affirma:on.  In  our  recent  

history   we   see   the   same   problems   with  

medical   inven:ons,   electricity,   photography,  

the   beginning   of   movies   ...   and   finally  

computer  games.  Every  young  genera:on  has  

their   own   way   of   learning   and   exploring.  

Technological  and  scien:fic  progress  is  moving  

very  fast.  Almost  every  country  has  a  problem  

of   “educa:on   lagging   behind   the   cogni:ve  

abili:es”   of   the   young   genera:on.   Games  

could  improve  the  educa:on  process  and  also  

make  it  more  a"rac:ve.  The  biggest  and  most  

important   world   resource   isn’t   oil,   gas   or  

uranium   but   the   youngest   representa:ves   of  

our  society.      

!The   old-­‐fashioned   way   of   teaching   is   making  

educa:on  dull  and  una"rac:ve.    It  does  not  fit  

with   their   needs,   whilst   computer   games,   on  

the  contrary  are  an  ideal  fit.    I’ve  been  thinking  

for  many  years  about  how  to  best  use  games  

to  improve  the  learning  process.  Finally  a  year  

ago   I   created   a   small   group   of   students   aged  

14-­‐18.   I’ve   improved   lessons   using   various  

games.   I’m  teacher  of  history  and  history  and  

society,   so   the   game   bias   has   been   targeted  

towards  the  humani:es  horizon.  

For  Example:  

The  history  of  Europe  and  World  

•Ancient   :mes-­‐   Rome   Total   War,   Europa  

Universalis  Rome,  Ceasar,  Mount  and  Blade…  

•Medieval   :mes-­‐   Rome   Total   War   BW,  

Crusader   Kings,   Sims   medieval,   Mount   and  

Blade…  

•Modern   :mes-­‐   Europa   Universalis,   Empire  

Total  War,   Victoria,  Mount   and   Blade,   Hearts  

of  Iron,  Capitalism…    

!I’ve   highlighted   only   a   few   of   the   computer  

games.   I’ve   used   many   more   but   these   are  

simple   biased   towards   history   and   wri:ng  

about  the  whole  project  /  in:a:ve  would  have  

been  very  long  and    elaborate.    APer  entering  

into   the   world   of   game   educa:on,   my   new  

role  started,  nevertheless  the  teacher  posi:on  

isn’t   disappearing   at   all,   on   the   contrary,   it   is  

evolving   to   a   higher   level   and   it’s   going   to  

become   much   more   conscious.   Because   of   a  

lack   of   scenarios   to   match   to   lessons,   I’ve  

saved   many   of   them.   I’ve   copied   them   to  

every  computer  so  that  students  know  what  to  

do  and  had  the  same  materials  to  use.    

Reflections of a teacher on GBL in education

by Marcin Siekanski

Books   were   used   to   describe   events,   names  

and   various   concepts   founded   in   the   game.  

I’ve  changed  the  tasks  to  be  undertaken  from  

those   that  were   old   and   dull,   oPen  made   by  

people,   who   had   some:mes   never   seen  

school,   par:cularly   since   the   fall   of   the   iron  

curtain  to  new  tasks.  

For  example:  

•Take   a   screenshot   when   you   see   a   gothic  

castle,  an  Arabic  castle  and  describe  them…  

•Try   to   win   the   ba"le   of   Waterloo   as  

Napoleon.  

•Find   the   names   of  medieval   clothes   in   your  

book   and   make   a   screenshot   of   everyone  

men:oned  in  the  task.  

•Write   about   various   scenarios   and   why  

you’ve  chosen  these  op:ons?  

  Of   course   there   were   many   more   tasks.   A  

number   of   posi:ve   conclusions   exceeded  my  

expecta:ons.   These   abili:es/skills  were   vastly  

improved:  

•Crea:vity    

•Ability   to   self-­‐   educa:on   and   seeking   for  

answer  

•Ability   to   communicate   both   orally   and   also  

in  “wri"en  word”  

•Students  found  an  a"rac:on  in  books  to  find  

solu:ons  to  ”quests”  in  a  game  

•There   was   a   higher   tendency   to   explore  

internet   for   wisdom   than   for   “:me-­‐killing”  

sites  

•Imagina:on  

And   much   more…   the   game   market   is   like   a  

gold   mine.   I’ve   been   researching   it   for   many  

years.  For  open-­‐minded  educators   it   could  be  

a   great   tool   to   teach   with.   For   games  

corpora:ons,   it   could   also   be   an   invaluable  

source   of   money.   Profits   taken   from  

connec:ng   educa:onal   systems   with   game  

producers  would  be  beneficial   for  both   sides.  

The   simplicity   of   this   “task”   is   lying   between  

the   group   of   open-­‐minded   educators   and  

game   producers.   If   we   could   connect   these  

groups  and   create  a   communica:on   link,  GBL  

could   create   real   fundamental   advances.  

Throughout   my   years   of   research,   I’ve   found  

basics   to   biology,   geography,   social   sciences…  

for   almost   every   subject   found   in   every  

curriculum.  

   I’ve  put  below  screenshots  of  various  games.  

Try  to  imagine  that  every  screen  is  a  por:on  of  

names,   conclusion.  Every   second   is  huge   step  

in  a  process  of  learning  and  remembering,  but  

there   is   of   course   the   teacher’s   part  which   is  

always  the  most  important.  

Written by Ben Eilenberg Generalist Teacher/Robotics Coordinator at Silverton Primary School.

One   of   the   big   ques:ons   being   asked   these  

days   appears   to   be,   ‘how   can   we   integrate  

programing   into   the   curriculum?   It   is   also   an  

important   ques:on   as   the   Na:ona l  

Curriculum,   in   Australia   is   slowly   introduced.  

One   of   the   key   requirements   is   having  

students  learn  to  write  computer  programing.    

As   a   grade   1-­‐2   teacher,   I   believe   that   it   is  

important   to   introduce   students   to   simple  

programing   at   an   early   age  

and   make   i t   fun   and  

educa:onal.   Within   the  

classroom,  I  first  introduced  

the   students   to   ‘Kudo’.   (A  

game   making   plazorm  

created   by   MicrosoP).   The  

aim   was   to   get   students  

engaged   in   using   a   fun  

interac:ve   plazorm,   which  

linked   in   to   game   consoles  

that   they  already  use,   such  

as  Xbox.  

Ini:ally   it   is   important   to   not   just   have   the  

students’   sit   in   front   of   the   computer   and  

create  a  program  but  actually  be  introduced  to  

a   process   and   encouraged   to   take   risks   and  

understand   how   to   problem   solve.   The   grade  

1-­‐2  students  got  in  to  small  groups  and  played  

some  games  that  other  people  had  created  in  

Kudo.   In   my   opinion,   it   is   important   to   have  

the   students   reflect   upon   what   was   good   or  

bad,   what   type   of   game   it   was   and   how   did  

you   win   or   finish   the   game.   As   a   class,   the  

students   also   discuss   what   other   styles   and  

types   of   games   they   have   played   that   they  

enjoyed.   From   there,   they   then   think   about  

what   type   of   game   that   they  want   to   create,  

the   audience   that   they   would   create   it   for,  

how   the  game  would  be  played  and  how   the  

game  will  be  finished.      

PROGRAMMING IN THE CLASSROOM

As   a   group,   they   then   go   away   and  plan  

their   game.   This   involves   answering   the  

previous   ques:ons   and   crea:ng   a  

storyboard  of  their  game.  Once  they  have  

planned,   then   they   create   their   game   in  

‘Kudo’.     At   the   end   of   each   session,  

students   have   to   reflect   upon   3   areas,  

how   did   they   work   as   a   team,   what  

challenges   did   they   face,   what   did   they  

work   on   and   what   do   they   s:ll   need   to  

work  on?    

They  then  use  this  at  the  start  of  each  session  

to   remember   what   they   needed   to   work   on  

and   tackled   any   challenges   that   they   have  

faced,  using  problem  solving  skills.  

APer  the  students  complete  their  games,  they  

invite   other   groups   to   play   them   and   reflect  

upon   what   they   liked   and   what   could   be  

improved.  This  gives  the  students  a  chance  to  

go  back  and  improve  upon  their  games  before  

releasing   it   to   the   rest   of   the   school  

community.  

  Throughout   this   whole   process,   other  

parts   of   the   curriculum   are   linked   in   to   the  

process.  Within  literacy,  students  read  ar:cles  

and   books   on   computers,   programing   and  

technology.     In   the   area   of   the   humani:es,  

students   research   the   history   of   computers,  

how  it  has  changed  over  :me  and  what  affects  

it  has  had  upon  society.  

  By   star:ng   this   process   within   lower  

levels   of   the   school,   their   programing   and  

problem   solving   skills   can   become   more  

complex   and   detailed   as   the   students   move  

through   the   school.   From  

using   Kudo,   students   can  

move  on  to  wri:ng  their  own  

code   using   program   such   as  

Python,   following   the   same  

process.   The   process   also  

helps   the   teachers   to   assess  

the   s tudent s   on   the i r  

u n d e r s t a n d i n g   o f  

programing ,   teamwork,  

wri:ng   and   computer   skills  

within  the  classroom.    

So,   I   passed   a   building   site   for   Crossrail   in  

London   and   I   started   puzzling   about   tower  

cranes.   I   looked   around   me   in   London   and  

there   are   SO   many   cranes   –   oPen   building  

huge   skyscrapers.   How  did   they   even   get   the  

cranes  into  place  on  the  building  sites?  

!This   is   a   tower   crane   and   here   are   the  

ques:ons   I   have   about   tower   cranes   in  

par:cular:  

Image  from  www.krhicranes.com/  

!!!!

  ▪What’s  their  purpose?  

  ▪Where  are  they  used?  

  ▪Why  don’t  they  fall  over?  

  ▪How  much  weight  can  they  liP?  

  ▪What  couldn’t  we  do  without  them?  

  ▪How   do   they   work?   (takes   you   to   a  

web   site   which  may   contain   unsuitable   links,  

be  warned  –  “Think  before  you  click”)  

  ▪How  do  they  get  on  site?  

  ▪Who  controls  them?  where  from?  

  ▪How   were   tall   building   built  

before   cranes?   What   are   the  

alterna:ves?  What’s  the  benefit  of    a  

crane?  

  ▪What  other  types  of  cranes  are  

there?   Next   :me   you   are   out   &  

about,  why  not   look  out  for  different  

types  of  cranes  and  take  some  photos  

for  this  blog?  

  ▪Which   birds/   animals   look   or  

move   like   a   crane?   Why?   How   do  

they  get  food?  

!PS   If   you   are   interested   in   Crossrail  

and   how   they   made   the   tunnels  

under   London   you   can   watch   the   BBC  

documentaries  here  -­‐  it’s  fascina:ng!  

!!

COMPUTER SCIENCE UNPLUGGED! TOWER CRANE

by Nicola Schofield

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US Mega Geography Quiz—FREE by Margaret Taylor Owl & Mouse Educational Software !1100  varied  and  interes:ng  ques:ons  about  the  United  States.    The  ques:ons  challenge  the  player  to  think,  to  make  connec:ons.  Playful  and  intriguing  ,  Professor  Quill’s  Quiz  is  a  great  way  to  learn  about  the  United  States.      APer  students  learn  “Where  is  Arizona?”  they  need  to  learn  “What  is  Arizona?”.    In  order  to  have  an  idea  of  the  en:re  US  you  have  to  know  what  the  various  parts  are  like,  the  differences  between  them,  and  how  they  connect;  what  

happened  where  and  why  there.      It  is  not  important  to  know  the  state  bird  of  50  states;    it  is  important  to  understand  that  the  Saguaro  Cactus  Flower  would  belong  to  a  state  which  is  largely  desert  ,  and  select  Arizona,  not  Michigan  or  Louisiana  or  Kansas.      www.yourchildlearns.com/quiznew/us-­‐geography-­‐quiz.html  

Can  you:  

  ▪Draw  a  crane  

  ▪Design  a  crane  

  ▪Make   a   crane   in   Lego/   Meccano/  

wood  etc  

  ▪Test  your  crane  &  modify/  stabilise  it  

  ▪How  much  weight  can  your  crane  liP?  

!In  school,  we  will  be  using  Phil  Bagge’s  Human  

Crane   ac:vi:es   to   start   thinking   like   a  

computer-­‐controlled   crane!   We   will   develop  

prac:cal  algorithms  and  look  for  pa"erns  that  

can   be   turned   into   procedures   and   repeat  

instruc:ons.  We  will  then  develop  these  ideas  

using  a  Logo  program.  

!Can   you   program   a   tower   crane   or   a   grab  

machine   game?   You   could   just   write   an  

algorithm  or  you  could  have  a  go  in  Scratch  2.0  

eg  h"p://scratch.mit.edu/projects/2520260/  

h"p://scratch.mit.edu/projects/100080  

EDITORIAL TEAM!!Yasemin Allsop!yallsop@msn.com!!Christopher Carter!christocarter@mail.com!!Elliott Plumb!plumbelliott@gmail.com!!Published by!ictinpractice.com!London, UK

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