Presentation

European Schoolnet by Alexa Joyce

Alexa Joyce is Senior Corporate Development Manager at European Schoolnet.

Most, if not all, of the European attendees share objectives of European Schoolnet. They also have their worries about how and when European education should catch up. This talk will be an opportunity to be involved in this discussion.

Impact of Scratch on the development of Computational Thinking

Preliminary report of the research being carried out in el Instituto Nuestra Señora de la Asunción (Cali, Colombia). Research Question: Given the relationship between Scratch and Computational Thinking, is it possible to determine whether the use of Scratch favors the development of computational thinking in children in grades 2 and 3?

 

From Logo to Scratch 2.0

A technology teacher from a Spanish Secondary School shares his twenty year experiences of using the programs that came out of MIT's Media Lab to program amazing robots.

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Kurt: Scratch projects in Python

Kurt's a Python library for reading and writing Scratch project files.

It's been used in projects such as Hairball, a framework for static analysis of Scratch projects which was presented at SIGCSE; and ScratchNXC, which compiles a subset of Scratch commands to Mindstorms NXT programs.

Kurt also includes a compiler, which converts all the scripts in a project to text-based scratchblocks code, as used on the forums, and converts all the costumes to image files.

Scratch in Portugal

Five teachers report on how Scratch is used all over Portugal.

Inventors4Change. Invent the change you wish to see in the world

Inventors4Change is a new project led by the University of Girona (Spain). After an experience in a rural school in southern India, where we developed Robotics & Scratch workshops, and after more recent and similar experiences in some Catalan schools which are problematic because of their high rates of immigration, our team is convinced that robotics and programming (and other ICT-Media technologies) can become very important tools for introducing Development Education (DE) in schools, in both North and South countries.

Fostering the Study of Scratch in Schools of Education through Seminars and Webinars

This article describes a set of experiences that took place over the 2012-13 academic calendar in three Spanish Schools of Education on the topic of the use of Scratch.
The goal of these experiences was to present the Scratch programming environment to future teachers of elementary school. These teachers will soon experience curricular changes in their future profession. These changes include the integration of the computer as part of the curriculum.

LEAP2Scratch, programming with the LEAPMotion controller in Scratch

How the LEAP Controller can be used with Scratch.

Stephen is a computer science lecturer with the Institute of Technology Tallaght, where he lectures on Software Development and Interactive Media Design & Development. He focuses on creative coding and interactive art using technologies such as Processing, openFrameworks, Cinder and OpenGL.

Time Learning Game with Special Educational Needs Children

Time is a complex issue. To understand its dimensions and relationships is needed a process of teaching and learning, which is not an easy task when dealing with students with special educational needs (SEN's), due to cognitive deficits, require activities that explore issues reflective, as is the case of time.

The Use of Scratch in Estonia

Since 2008, Scratch is being used, in Tallinn University of Technology (TUT), as a tool for teaching the fundamentals of programming for most specializations, including both the IT field as well as the students of other fields. It is essential, especially, for the non-information technology fields, for whom it enables an easier and quicker way of grasping the main concepts and methods of programming, algorithming and modeling as well as application development and design. Scratch is being used in first practice sessions – for 6 to 10 hours.

Video-games 101: Unleashing the potential of students and teachers to create fun stuff

Since 2006, hundreds of learning resources about Scratch have been developed and shared through the Internet. Therefore, learning how to install Scratch, arrange the blocks, upload projects, or create simple animations is straightforward for younger scratchers. However, they often realize that knowing how to use the Scratch programming environment does not necessarily mean knowing how to develop video-games. Moreover, teachers are usually not aware that their Mathematics, Physics or Arts knowledge can easily turned into video-game programming skills.

Playing Scratch with Multiple Hands : a Five-year Experience

Five years ago, we have started an initiative called Junior Studio. The Jr Studio is a learning environment based on live sharing and creating collaboratively, inspired by Pixar Studio innovative management and designed to be lived as a just-in time learning experience. The initiative is organized in video games and cartoons creation week trainings, 10 hours by session for the younger ones, 30 hours for the older ones (more than 14 year's old).

An Exploration of Scratch Sensors with Creative Art Students in New York

In April 2013, the Technology Volunteers visited Susan Ettenheim at the Eleanor Roosevelt High School in New York. Susan’s Creative Arts class had been exploring the use of physical sensors and animation within their curriculum and, after meeting at Scratch@MIT 2012, it became clear that there were creative areas of Scratch still to be explored.
This presentation shall reveal what we have learnt, and demonstrate some of the new creative applications we have found for Scratch.

Scratch in Children University

In this presentaton we will describe how Scratch has been used in the Children University at N Copernicus University. We have used it to introduce childref of age 6-11 years to the computational thinking. We put spoecial attention to adopt children with the use of the computer and basic functionality such as drawing, editing and programming. We have developed own curriculum consisting of number of lessons adjusted to the children age.

Official presentation of new LEGO Mindstorms Education EV3 in Spain

We will present officially the New LEGO Education Mindstorms EV3 product to the community, highlighting the general concept of introduce robotics and code in a simple way and present it as a continuity of the previous work started with scratch.
We will show as well new software environment and show several programming examples. Answer teachers questions about differences respect the NXT 2.1 and coming opportunities with this new model, real world interaction possibilities and combine work with scratch projects.

2nd year of Tictac Project: Creativity as a driver of Human Development

In summer 2012 we presented the TICTAC project in the Scratch conference that took place in Boston. At this moment we developed eight workshops where, through ICTs (specifically Educational Robotics and Scratch), creativity and critical thinking of children were encouraged using Constructionism ideas. Since there, we have been working with the same students for a second year. In this presentation we want to show what we learnt from first year project, and how we try to improve the design of the activities for the second year.

Combining visual art and computational thinking. Successful activities for primary school students.

In this work we present successful examples of activities for primary schools which combine visual art and computational thinking. Our proposals have been inspired on the guidelines proposed by the MIT LLK group, “CREATIVE COMPUTING a design-based introduction to computational thinking”. This reference document described 20 sessions of 1 hour each, covering topics such arts, games and stories, as a way for students to explore different genres of creative expression and form, while developing familiarity and fluency with computational concepts and practices.

From Zero to Scratch Game Development in 8 Weeks

This talk describes how educators who are neither programmers nor gamers successfully learn to create games with Scratch in an online course.

Adventures with Scratch in School

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ScratchBG in Live

The workshop involves participants with some ScratchBG (Scratch community in Bulgaria) practices in various aspects by taking part in different activities:

- Development and dissemination of OER (Open Education Resources) for preschool/primary school/SEN learners (a possible usage of the 'remix' idea by teachers and parents);
- Development of interactive projects for Sciences and Arts with sensors (Lego WeDo, MS Kinect, Moway, Raspberry PI, etc);
- Design and development of interactive storytelling projects and games for STEM and Computer Sciences.

Robots take the classroom

Robots take the classroom
Learning to assemble parts into a robot, and then move it. That is the challenge that was proposed four years ago Juan Carlos Lopez, a member of AMPA CEIP Ariño Calixto, when he began to voluntarily provide a series of workshops to students of the school as an extracurricular activity. Since then, more than 50 young people have enjoyed learning of Robotics in the School, a pilot program that develops in the Calixto Ariño and has the support of the Zaragoza City of Knowledge Foundation, and the Association High Abilities Without Limits.

Scratch in Control

I'm a teacher who has used Scratch in my classroom since 2007. Recent changes to the curriculum include a greater emphasis on using the computer as a tool to solve problems that pre-written applications software cannot tackle. In my presentation, I draw from my students' experiences of using Scratch to model and interact with the outside world.

Exploring computational thinking in initial teacher training: a preliminary study and reflection on practice.

The text describes and analyses the introduction of computational thinking in the context of initial teacher education in a university context. The strategy took the framework proposed by Brennan & Resnick (2012) to study and evaluate the development of computational thinking.

Running a Scratch Competition

Have you thought about running a Scratch competition in your country, region, school or classroom? Do you want to hear some details about what is involved? Do you want some tips on how to get your own Scratch competition up and running? In this session I will share our experiences of running a national Scratch competition in Ireland since 2010 and demonstrate some winning projects.

Using Scratch to promote Innovation

The TELMEX Program of Education and Digital Culture, is the most important initiative in Mexico that focuses on integrating the use of cutting edge technology in educational practices. TELMEX House offers integral development for children, parents and teachers on several urban marginalized areas, through new learning strategies and technology.

Using Jesse Schell's Learning Lenses to build Scratch games

In this session I will discuss the 'Learning Lenses' devised by Jesse Schell and how they can be used by students to devise and build innovative games using Scratch. Attendees will be able to discuss their ideas as they relate to the Learning Lenses.

Reinventing High School Computer Science

In August 2011, Google Chairman Eric Schmidt came to Scotland and declared that he was “flabbergasted to learn that today Computer Science isn't even taught as standard in UK schools. Your IT curriculum focuses on teaching how to use software, but gives no insight into how it's made. That is just throwing away your great computing heritage.”

International Scratch-Wikis in native languages: World Wide Wikis

Scratch and Wikis are a wonderful connection that now gets more international.
After the English Scratch Wiki started independently 2008 like a grassroots movement “By Scratchers for Scratchers”, the Scratch Team saw it and helped to establish it by integrate it in the Scratch website.

From concrete to abstract: motivating contexts for novice programmers

Pupils use information structures and carry out processes every day; from using a timetable to find out when their next class is, to getting dressed in the morning, but they rarely get the opportunity to clearly describe them to someone else. However this ability is the key to turning students from passive consumers to active creators in the digital age. Without the ability to describe process and structure clearly, students are unable to harness the full potential of their computers.

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