Robots and Physical Computing: scott turner

A recently released book Teaching Computing Unplugged in Primary Schools edited by Helen Caldwell (University of Northampton) and Neil Smith (Open University) has a number of interesting chapters by authors who are passionate about how computing is taught in schools. The central theme is unplugged activities, without using computers, but still teach the fundamental of computational thinking.

Ok, confession time. I co-wrote, along with Katharine Childs (Code Club), Chapter 3 Artists so I am biased here, but I believe in the central theme of Unplugged Computing. Computing, and Computational Thinking in general, is not just about programming and using a computer (though using computers and programming are vitally important to Computing) but it is also about many other things including problem-solving, being creative and working collaboratively.

Chapter 3 is about linking these computational thinking ideas to produce visual art, by applying computing principles including repetition, following and refining algorithms, and abstraction. The chapter also looks, how these links have already being made, with examples such Sol Le Witt where not all the work that was produced by the artist himself, but some by others following his written instructions - in other words an algorithm. An example activity is shown below (named after my son who was the first to play it).

Thomas’ Tangles

Exploring abstract patterns using randomness within an algorithm.

Using crayons, pencils or pens, we are going to follow an algorithm to create a random drawing. This could be done in pairs and you will need squared paper.

Person A: Rolls the dice and reads out the instructions.

Person B: Is the ‘robot' carrying out the instructions.

When the starting or central square is blocked and a new central square is needed the roles of A and B swap (so A is the ‘robot’ and B rolls the dice and reads out the instruction). The roles keep swapping.

Algorithm

Start from a random square – call it the centre square

Repeat until end of game

If die roll = 1

Roll die for number of moves

Check for blocks

If not blocked then

move die roll number of steps up the page

If die roll = 2

Roll die for number of moves

Check for blocks

If not blocked then

move die roll number of steps down the page

If die roll = 3

Roll die for number of moves

Check for blocks

If not blocked then

move die roll number of steps to the left

If die roll = 4

Roll die for number of moves

Check for blocks

If not blocked then

move die roll number of steps to the right

If die roll = 5

Roll die

If die = 1 change colour to Red

If die = 2 change colour to Blue

If die = 3 change colour to Black

If die = 4 change colour to Red

If die = 5 change colour to Orange

If die = 6 change colour to Yellow

If die roll = 6

Return to current centre square

Check for blocks:

If pathway blocked do not move then

reroll die

If number of spaces in the direction > die roll then

move until blocked

If all pathways blocked then

choose a new centre square

The other chapters make links with areas such as Robots, Musicians, Explorers, Magicians, Gamers, Cooks and Scientists.

References

Barr, D., Harrion, J., and Conery, L. (2011) Computational Thinking: A Digital Age Skill for Everyone Leading and Learning with Technology, ISTE, March/April 2011 [accessed via http://www.csta.acm.org/Curriculum/sub/CurrFiles/LLCTArticle.pdf on 26/12/2015]

Barr, V. and Stephenson, C. (2011) Bringing Computational Thinking to K-12, ACM Inroads, Vol 2. No 1, pp 48 - 54 [accessed via http://csta.acm.org/Curriculum/sub/CurrFiles/BarrStephensonInroadsArticle.pdf on 26/12/2015] https://doi.org/10.1145/1929887.1929905

Computing at School (2013) Computing in the National Curriculum: A guide for primary teachers [accessed via http://www.computingatschool.org.uk/data/uploads/CASPrimaryComputing.pdf on 13/3/2016]

Denning, Peter J. (2009) Beyond Computational Thinking, Communications of the ACM Vol 52, Issue 6, pp 28 - 30 [accessed via http://sgd.cs.colorado.edu/wiki/images/7/71/Denning.pdf on 26/12/2015]

DfE: Department for Education (2013) National Curriculum in England: computing programmes of study

Freedman, J. (2015) Cycloid Drawing Machine [online] URL: https://www.kickstarter.com/projects/1765367532/cycloid-drawing-machine accessed on 3/3/2016.

Google. 2016 Project Jacquard [online] URL: https://www.google.com/atap/project-jacquard/ accesed on:1/3/2016.

Knuth, D. 1968. Preface, The Art of Programming vol 1., Boston: Addison-Wesley.

Knuth, D. 1996. Foreword. In: Petkovsek, M., Wilf, H., Zeilberger, D. A=B.. Natick: A K Peters/CRC Press, vii.

Koetsier, T., 2001. On the prehistory of programmable machines: Musical automata, looms, calculators. Mechanism and Machine Theory, 36(5), 589-603. https://doi.org/10.1016/S0094-114X(01)00005-2

Menegus, B (2016) CDMS: Built with Processing [online] URL: http://wheelof.com/sketch/ accessed on 4/3/2016

MoMA. 2012. MoMA\| Video Games [online] URL: http://www.moma.org/explore/inside_out/2012/11/29/video-games-14-in-the-collection-for-starters/ accessed on: 1/3/2016.

Papert, S (1993) The children's machine: Rethinking schools in the age of the computer. New York: Basic books

Pearson M (2011) Generative Art: A practical guide using Processing, New York: Manning, 3-12

Selby, C. and Woollard, J. (2013) Computational thinking: the developing definition University of Southampton [accessed via http://eprints.soton.ac.uk/356481/7/Selby_Woollard_bg_soton_eprints.pdf on 26/12/2015]

The Art Story (2016) Sol LeWitt [online] http://www.theartstory.org/artist-lewitt-sol.htm accessed on: 6/3/2016

Wing, J. (2006) Computational Thinking Communications of the ACM Vol 49 pp 33 - 35 [accessed via https://www.cs.cmu.edu/~15110-s13/Wing06-ct.pdf on 26/12/2015] https://doi.org/10.1145/1118178.1118215

Wing, J. (2011) Computational Thinking - What and Why The Link - News from the School of Computer Science, Issue 6.0, Spring 2011 [accessed via http://www.cs.cmu.edu/sites/default/files/11-399_The_Link_Newsletter-3.pdf on 26/12/2015]

Liukas L (2015) Activity 7 The Robots Hello Ruby - Adventures in Coding, New York: Feiwel and Friends, 94-97.

Schofield, S (2016) Generative Artworks [online] URL: http://www.simonschofield.net

Turner S (2016) 3 'Art' Scratch Projects [online] URL: http://compuationalthinking.blogspot.co.uk/2016/03/3-of-my-scratch-projects-for-week.html accessed on: 12/3/2016.

All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with. Twitter: @scottturneruonAll opinions in this blog are the Author's and should not in any way be seen as reflecting the views of any organisation the Author has any association with. Twitter @scottturneruon

Taken from: http://www.northampton.ac.uk/news/minecraft-jam-and-history-in-the-making/

History was made on Saturday as the University of Northampton hosted Northamptonshire’s first-ever Raspberry Jam.

Raspberry Jams see those with an interest in the affordable – and tiny –Raspberry Pi computer get together to share knowledge, learn new things and meet other enthusiasts.

More than 30 people of all ages attended the county’s inaugural Jam at Avenue Campus, which was organised by the University’s Associate Professor in Computing and Immersive Technologies, Dr Scott Turner.

He said: “The Jam was a real success, with a wide mixture of people including fairly notable experts; those who have a Pi, but aren’t quite sure what to do with it and complete novices.

“It was great to see people who had some sort of Pi-related query have their questions answered, and others showing off what they have managed to get their Pi to do.

“It really helped to inspire the novices to get more involved in the Raspberry Pi, which will ultimately help them develop their coding skills.”

Computing and Science teacher Steve Foster, from Wollaston School, led a session on the popular Minecraft game, and was ably assisted by five of his Year 10 pupils.

One of the pupils, Ellie, said: “One of the groups had a problem with their coding and I managed to solve it for them. I love the challenges a Raspberry Pi can give you, and when you are able to solve the problem it’s really cool.”

The University is committed to making a positive social impact on the people of Northamptonshire and has set itself four ambitious challenges to meet by 2020.

One of these ‘Changemaker+ Challenges’ is to make Northamptonshire the best county in the UK for children and young people to flourish and learn – something the Raspberry Jam has contributed to.

All opinions in this blog are the Author's and should not in any way be seen as reflecting the views of any organisation the Author has any association with.