For this course you are to complete a mini project during each of four different lesson cycles. Note we are excluding Flash even though we are dedicating about four weeks due for you to learn about this application because learning the interface is a bit complicated. Also, because it introduced at the end of the semester it would put you at a disadvantage to utilize it in your final project. However, you may do so if you wish. But understand that the trial period for Flash runs out in 30 days so it might not be enough time to actually use it as your technology integration for your final lesson.
The idea of introducing the mini projects is to allow you to practice with the selected software product to become familiar with it. In your reflection for that cycle, you are to post the artifact (either the artifact itself or a link to it). You are also asked to post a reflection describing your experiences with it and your assessment as to its applicability for a classroom environment.
For your final project, select one of the four and dig a little deeper by developing a more functionally rich artifact that is integrated into a lesson you create.
For each mini project we ask you to spent enough time on the product to assess its usefulness in a classroom and to be able to describe the circumstances under which it could be utilized.
What is Tynker?
Tynker is inspired by Scratch from MIT. It is a completely browser-based implementation written using Open Web standards such as Javascript, HTML5, CSS3 and does not use Flash. It is focused on teaching children of all ages the basics of learning how to code. Recently, it expanded its service beyond schools with a home based offering: Tynker for Home. Tynker provides web-based software and a curriculum aimed at elementary and middle school students.
We will be using the school edition in this course because you can sign in as an educator and try it out online for free.
Tynker takes advantage of kids’ interest in computers, but more specifically, games, videos and other more visual content. Instead of trying to teach the actual syntax of a programming language right away, Tynker lures students into the developer mindset by first reducing the complexity of the experience and starting with something fun – building an animated character like a princess or zombie, which kids can then teach to walk, move, and perform other tasks through the use of a visual programming “language” of sorts. This program involves the ability of students to create animated stories and self-paced learning.
You can write your own self-guided lessons, puzzles, tutorials, quizzes, missions, videos and more to personal computers, regardless of whether your students have any inclination for technical subjects. There are also several accompanying books like Dave McFarland, who will create create Tynker’s “Introduction to Programming” course materials (Aslo available as an online course for which you pay a small fee).
How ‘Techie’ do you have to be?
The further along the Tynker course gets, the more complex and “geekier” it becomes. So, some research still needs to be done as to its effectiveness. That is where you come in. As an instructional designer, you are to take a look at the product to help us make some determinations as to its efficacy. If it is something you think is worthwhile then you can incorporate it into your final project. If not, ‘no harm, no foul’ as they say. But it speaks to our over-arching idea here about whether introducing coding in the classroom is a good idea… does it encourage pattern recognition? how about critical thinking and problem solving? what about computational thinking (Decomposition, Pattern Recognition, Abstraction, etc.). While the at home edition costs $50 per kid, what does it do to ‘level the playing field’? Is it worth the money?
Where to Start?
The blog on the site aimed at schools contains the most information about this product (and is free if you sign in as a teacher). As a teacher you get the ability to start working on the projects immediately. I know some of you are not teachers, in this case use your Eagle account. I want to say something to the non-K-12 teachers here: if you are not a K-12 teacher this all may sound/look silly to you but as we go through all of this content, you still will be able to learn the basics of coding as noted above and take personal advantage of what learning how to code has to offer for kids.
A Few Video Tutorials
Documentation is very light for this product, as the company wishes to sell their courses. But there are a few tutorials around
- Intro to Tynker by Its Company Founder
- Tynker Tutorial: Physics and Cloning
- Tynker Tutorial: High School Project
How to Share your Work
One this that is not very apparent is that the intent of this program is for teachers to set up their classes and add students. So,in order to share your projects for this class you need to follow these steps:
1-set up yourself as a teacher and create a class
2-log out then go back in and set yourself up as a student (using different email address)
3-create project as a student
4-log out after you save it… log back in as the teacher.
5-on Main dashboard, click project icon to go to the class
6-click the project you just created and post it to the showcase
7-goto the showcase and save it and name it.
8-hover over the project and a share dialog will open.. pick the ‘envelope’ icon to email it, an email will open up with a share url
9-post that url in the page on canvas so we all can see it.
You must create your project as a student in a class
What is Hopscotch?
Hopscotch is an iPad app based on/inspired by Scratch and is a visual computer programming game builder that is free at the iTunes Store. A lot of what is being said above about Tynker also applies to Hopscotch. It is an iPad app and is free to download. Those of you who own iPads can chose this app instead of Tynker. You can download the program and sign up as an educator to receive interesting ideas on curriculum etc. The learning curve is relatively small. There is little to do to get started. The best place to learn about Hopscotch is at their blog. it contains some lesson content and a few tutorials.
Some Tutorials
What is Pluralsight?
Pluralsight.com is a tech training library (not unlike lynda.com or vtc.com) but with a focus on smaller game apps. So you can use this as a free trial to get some further instruction on how to implement hopscotch to make games.
The assignment for this lesson is rather open-ended. To be honest, I had originally thought that we would be using only Tynker. But once I got wind of Hopscotch I got hooked on that one. When I ran into Pluralsight and struck gold! So, you can chose between these two and feel comfortable with the support you will be provided.
Remember, our over-arching objective this time is to create a mild transformation in your own thinking about the educational value of learning how to code. The deliverable is open-ended in that, if after all of this you see no use for it in the classroom, then you are allowed to enter that as your response.
I only insist that you give it a real go and work on it diligently. Try Tynker (by signing up as a teacher), or do Hopscotch, or if you really are adventurous go with Pluralsight. Stretch yourself. Build something useful. Something that you feel is representative of your knowledge base once completed. You only have a couple of weeks here so be careful and manage your time. My guess is that you will run out (depending on how curious you are).
- Keep a log of your trials and tribulations.
- Provide an artifact (a link to it if Web based) along with a reflective journal that outlines your thinking about all of this, and a value judgment about its ease of use, relative value for integrating into a lesson/curriculum.. just like last time.
- The link should be placed on the Viewing Page identified for tis cycle’s project.(Menu item is at the right of the screen in Canvas). The drop box set up in Canvas is where you place your reflection.
I understand that your opinions will change as we move along through the semester. No right or wrong answers here. One last thing … do not underestimate the value of failing at something! One of my pet peeves in teaching is that teachers somehow are reluctant to remove the fear of failure in their classrooms… remember what Thomas Edison said.. “I did not invent something, I simply finally ran out of things that did not work”