Monday 12th September Introduction Timing of sessions -- content [Resources for consideration inventory] VWs? OOC (Moodle?) Napier? shopping ++ CAS discussion Gary Shear sorting / solar system / READY / Conway's Life / WiPSCE / AQA Wiki (set ops) http://community.computingatschool.org.uk/forums/1/topics/5882#post_72643 "Ready: a new game-oriented programming environment for children" Maths Resilience matching / money: shopping / OXO symmetries number representations Arduino paper Raspberry PI model of actual physical systems (escapement mechanism) [observables: angles, escapement lever/cog, pendulum] Elizabeth's prototype for 3D geometry (2D Hyperfun) SW development Markku / Nick / Chris Grainger (Eve) Other resources Draft Interim Report project proposal to Widening Participation Papers PPIG + ALT-C + CAS TAG + ICL (to come) Review Session Review of the status of the OOC, and of the online resources that have been developed to support it (e.g. C6: Warwick, December; C15: Athens, April; C9: SciFest, May). Hamish: Peter Wright / John McCarthy "Technology as Experience" good to know what's possible, not I can do it -- what coding involves ... coding <-- broader MT "some coding always needed" PT -- not just in the sky/ threshold between coding and not coding is still there not just immediate results, but future implications, othe contexts, other applications PT some people can't do things -- there are people who can't go through this Ilkka: computing unplugged -- guide blindfold child through gym Division between step at a time robot move vs program don't need to think what will be the consequence PT responds program + *data* <-- don't get this from unplugged activities What is the data? need abstraction and variables -- a big step cf Hamish difficulty with representation vs difficulty with number PT how to write it down repeatedly loops / something is the same = sign is limited Illka mentioned potential relevance to TACCLE 3 [Estonia, Germany, Belgium, UK, Spain)] ------------- OOC (target) [Reflections from Hamish] no idea who audience might be "designing for the unknown learner" / with reference to a paper by HM et al can make a range of resources that can be tailored to many learners, for different purposes What is the "Hello World" of making construals? For instance: primary school teachere ? base a course on the solar system explore the environment <-- start with system comprehension -- learner has to deconstruct Aspiration is for leaner with blank sheet to do themselves ... Where to put it? MOODLE space -- colonise institution Russell Boyatt ?open interactive activity MOOC platforms : Coursera, Future Learn, ... sustainability -- developing course / separate from deliverable (copy on 31st August 2017) What functionality need from Moodle - feedback questions - quiz Access to other people vs facilitating in absence of other users e.g. download MOODLE and make independent / out of control Hamish: walled garden + twitter communication / slack grouop monitor / moderate ... interaction among peers -------- Antikythera mechanism --> history, politics ... ---- single user copy of MOODLE school uses Edmodo -- provide environment + links to support resources ---- < ?how far can we go -- come to a tighter community as the next step ----- more than help pages term/course + support community / trajectory -- not a dialogic model for the OOC [Follow a text] Children and Number: Difficulties in Learning Mathematics -- Martin Hughes [Specific example was discussed at this point] Discussed the Making Change construal at this point (cf. Jane Waite at C6) program reveals model of how learner thinking: translating human insight into automated proc PT main purpose of PL isn't to translate human actions into a program but to translate knowledge from person to maths cf. modelling (as David Riley) must instantiate model in computer: demands a spec your construal is much more difficult than modelling of change not simple but demanding [not] more complicated ------------------------------- OOC curriculum discussion / progression in content - simple examples to illustrate motivate ODA definitions [many different possibilities here - could jave different urls for different level of difficulty] use fns with cf. avoid cos() and sin() in solar system (PT) Ant's workshop as an introductory resource procedural activity illustrated different ways (e.g. for managing time() clock t++; when proc ------ MCE discussion Reviewed the progression of models for managing scripts ... extant script stored scripts history Peter Tomcsanyi remarked that in some respects the first variant seemed to be the best!