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The Pedagogy of Design in the Age of Computation: Panel Discussion - YouTube
“I wish y’all could teach designers without using any Adobe products.” —@tchoi8 (9:11)

“Michael Rock, would say that ideally the things that you are learning in a school setting should stick with you […] throughout your entire career. […] I think critical thinking, historical references, […] space, time, community — that’s much more valuable.” —@mind_seu (12:48)

In response to “Can you teach curiosity?” @mind_seu: “…this sinking feeling that the more that I learn, the less that I know. On the one hand, it’s exciting & it makes you more curious to go into this worm holes, but on the other side it brings you into this state of insecurity”

In response to the same @tchoi8: “… curiosities can be stolen away from an individual when there’s a discouragement or peer pressure in a toxic way. I think people, including myself, lose curiosity when I feel I can’t do it or I feel less equipped than a student next to me. In technical courses, it’s very easy to create a dynamic in which the start student, who probably has done the technical exercises before, end up getting most attention or most respect from the class. We [at @sfpc] try to revert that [discouragement] by creating homeworks that are equally challenging for advanced and beginner students and that opens up dialogues between students. For example, [goes on to explain an assignment that involves transfer of knowledge (at 22:22)]”

In response to “Can you teach autonomy?” @mind_seu: “Whether you can teach someone autonomy or not, again is maybe not the right question. Why do we want to solve problems by ourselves? I think it’s trying to work with people around you who know more than you do and vice versa, so you can work together to create whatever project you’re trying to implement. But going into a tutorial hole online to do something on your own? I don’t know if we actually need to do that. These tools… we’re trying to build collectives and communities, I think, and maybe that’s more meaningful than trying to do something on your own, even if it’s possible.” [YES]

[See also:

Mindy Seu
https://www.youtube.com/watch?v=ZM9mRYpnD7E

Taeyoon Choi
https://www.youtube.com/watch?v=AfThnEo5xgE

Atif Akin
https://www.youtube.com/watch?v=c-URUDBItB8

Rik Lomas
https://www.youtube.com/watch?v=2uk_XYIkyZM ]
towatch  mindseu  design  computation  2019  atifakin  riklomas  coding  publishing  digital  history  education  adobe  designeducation  howweteach  art  creativity  programming  decolonization  tools  longview  longgame  ellenullman  accessibility  access  inclusivity  inclusion  craft  curiosity  imagination  learning  howwelearn  insecurity  exposure  humility  competition  unschooling  deschooling  comparison  schools  schooliness  resistance  ethics  collaboration  cooperation  community  conversation  capitalism  studentdebt  transparency  institutions  lcproject  openstudioproject  emancipation  solidarity  humanrights  empowerment  activism  precarity  curriculum  instruction 
18 days ago by robertogreco
Introducing Operator | News, Notes & Observations | Hoefler & Co.
"A monospace typeface, a monospace-inspired typeface, and a short film about type design."
typography  terminal  fonts  coding  monospace  hoefler&co  typefaces  typewriters  2016  via:ayjay 
february 2019 by robertogreco
Welcome to Unfold Studio — Unfold Studio 0.4.1 documentation
"Unfold Studio is an online community for interactive storytelling powered by a programming language called Ink. Interactive storytelling brings together the power of programming with the ability of stories to represent and explore our lived realities. Free and open-source, Unfold Studio was developed as part of my PhD research on youth computational literacy practices.

Unfold Studio is used in schools, clubs, and by many individual writers. Interactive storytelling can be a way to integrate Computer Science into English, Social Studies, or other subjects. It can also be an excellent way to introduce Computer Science as a subject relevant to questions of identity, culture, and social justice. (We are currently doing research with a school which uses Unfold Studio for several months as part of its core CS curriculum.)

This documentation is meant for several audiences. If you need help using Unfold Studio or writing interactive stories, see the User Guide. (If you’re impatient, try the Quickstart.) If you are interested in using Unfold Studio with students, see Teaching Guide. And if you’re interested in Unfold Studio’s back story or research on transliteracies, CS education, etc. please see Research. We welcome questions, feedback, and random ideas. Please see Contact to get in touch.

The documentation is also available in PDF form in case you prefer to read it that way or want to print out any pages (such as the worksheets in the Teaching Guide section) for classroom use.

-Chris Proctor
PhD candidate, Stanford Graduate School of Education
Unfold Studio creator and lead researcher"
chrisproctor  if  interactivefiction  storytelling  ink  opensource  free  onlinetoolkit  compsci  education  identity  culture  socialjustice  unfoldstudio  transliteracies  multiliteracies  coding  programming  writing  twine  classideas  via:hayim  teaching 
october 2018 by robertogreco
foone on Twitter: "So, programmers, you know those systems that have been maintained for TOO LONG? that are just too expensive (in terms of technical debt) to replace, that are just hacks on hacks on hacks at this point, are a never ending maintenance nig
"So, programmers, you know those systems that have been maintained for TOO LONG? that are just too expensive (in terms of technical debt) to replace, that are just hacks on hacks on hacks at this point, are a never ending maintenance nightmare that can't be killed?

That's life. Not in the sense of "your life", but Life in general.
Life was a moderately scoped novel idea for a single-celled lifeform that consumed chemicals spewing out of deep sea vents. simple, easy, ship by christimas, we'll be done and can move onto other projects.

THAT WAS 4.5 BILLION YEARS AGO

AND WHERE'S THAT PROJECT NOW? WELL, IT'S WRITING (AND READING) THIS TWITTER POST. HOW'S THAT FOR FUCKING FEATURE CREEP?

with evolution, there's no second system. there's only iterative development over billions of years. it's frankly lucky that anything works at this point.

it'd be a fun idea for a comedy sketch. an anthropomorized God comes to reverse how the "Life" project is doing, and Evolution has to present their work.

"So, how are those sulfur-eaters doing? I know you had some schedule slips, but I bet they're really optimized now."
"Well... let's focus on the positives. They made it to the Moon!"
"The... Moon?"

"And they built global communication network! They can transmit messages around the world in milliseconds, and they use this for all sorts of things. Entertainment, commerce, diplomacy..."
"HOW DOES THIS HELP THEM CONSUME SULFUR?"

"Let's not focus on the 'Human' branch so much. Check this branch out: The Blue Whale! Largest animal, EVER, even bigger than those award winners back before we had that crash back 65 million years ago. we're talking 190 tons, 100 feet long."

"Amazing. Well, at least you're sticking with the sea-bound branch. I never really believed in that 'land-based' fork."
"Uh, well, about that"
"What?"
"They're descended from land animals..."

"You're telling me that you took my design for single-celled life, built it up into multi-cellular life, build the whole "fish" branch, then they developed that into land-based animals, developed mammals as a specialized sub-class of land-mammals, then PUT THEM BACK IN THE SEA?"

"Yeah. They're actually related to giraffes."
"WHAT THE FUCK IS A GIRAFFE?"
"Steven, can you bring in the Giraffe?"

"Check out the long neck on this baby!"
"Why? Why would you do this?"
"Well, we thought it'd be useful for eating leaves higher up in the trees, but it turns out they don't really do that. Instead they mainly use it for watching for predators and keeping track of other giraffes."

"Wait, wait. I remember seeing an earlier document on this. How'd you handle the
recurrent laryngeal nerve problem?"
"Pardon?"
"Yeah, yeah, in vertebrates the left nerve goes under the aortic arch. You clearly had to redesign that for an animal as long-necked as this 'Giraffe'"

"uhh... well, you see..."
"Don't tell me that you didn't..."
"We ran out of time, and couldn't do a full redesign of that system. We just had to hack it into a working state, so we just..."
"You just what?"
"... made it longer?"

"You made it longer? but it only goes from the larynx to the vagus nerve! those are both up there in the top of the neck!"
"Yeah, but for historical reasons we designed it to go around the aortic arch in the heart. It made sense back in the early tetrapod era, with fish"

"So how long is it now? In Giraffes?"
"Uh... it's about 15 feet long"
"YOU TAKE A DETOUR OF NEARLY 5 METERS JUST SO YOU DIDN'T HAVE TO REDESIGN IT?"
"yeah. Man, you should have seen some of those sauropod designs back in the day! We're talking 92 feet, 30 meters!"

"No wonder we canceled that project."

"Don't worry. The 'human' branch is working on canceling the rest of the projects for us, so we'll finally be free of this mess."
"Good. I've been meaning to start working on the Europa site, it looks like it'll be a lot more fun. No "land", just miles and miles of sea.""
coding  evolution  humor  life  2018  nature  biology 
september 2018 by robertogreco
Harvard EdCast: Lifelong Kindergarten | Harvard Graduate School of Education
"The concept of kindergarten — as a place for young children to learn by interacting with materials and people around them — has existed for over 200 years, but never has the approach been so suited to the way the world works as it is today, says Mitchel Resnick, the LEGO Papert Professor of Learning Research at the MIT Media Lab.

“That approach to kindergarten is really aligned with the needs of today’s society," says Resnick, citing the need to adapt to the speed at which things change in the world. "As kids in the traditional kindergarten were playfully designing and creating things, they were developing as creative thinkers…. That’s exactly what we need.”

Being given the room to explore, experiment, and express oneself is vital to becoming a creative thinker — and to the learning process as a whole — says Resnick, author of Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play. If people aren't encouraged in their creativity at an early age, and if this isn't nutured throughout their schooling, then they aren't as prepared to deal with the unexpected when it arises.

“We’re trying to spread that approach to learners of all ages," says Resnick, who also leads the Lifelong Kindergarten research group at MIT. "We want to take what’s worked best in kindergarten and here at the Media Lab and provide opportunities for all kids of all ages to be able to explore and experiment and express themselves in that same spirit.”

In this edition of the Harvard EdCast, Resnick talks about the importance of nurturing creativity in learning and explains why kindergarten is the greatest invention of the last millennium."

[See also:
"Mitchel Resnick - MIT Media Lab: Lifelong Kindergarten" (2014)
https://www.youtube.com/watch?v=uRxD-pe3PN0

"Helping Kids Develop as Creative Thinkers" (2017)
https://vimeo.com/244986026 ]
mitchresnick  lifelongkindergarten  mitmedialab  2017  interviews  kindergarten  play  projects  projectbasedlearning  passion  collaboration  experimentation  creativity  medialab  scratch  making  pbl  teaching  sfsh  learning  howweteach  howwelearn  risks  risktaking  education  schools  lcproject  openstudioproject  curiosity  schooling  unschooling  deschooling  mindstorms  writing  coding  programming  leaning  creating  lego  reasoning 
december 2017 by robertogreco
Erase All Kittens - A game that inspires girls to code by Erase All Kittens — Kickstarter
"An epic adventure game that inspires girls to code and teaches them professional coding languages."



"Girls need to learn digital skills!

The vast majority of girls say that learning digital skills is ‘too difficult’, 'boring' or ‘more for boys’.

Since 65% of school children will be in jobs that have yet to be created - most likely involving tech skills - this is a massive, and growing issue for the economies of the future...

We need to do more to inspire girls to code, if don't want them to get left behind.

A new way to learn

We want to take on this problem, so we decided to create an epic Mario-style adventure game to make learning to code easy and fun.

Erase All Kittens teaches professional languages via quirky characters and an original storyline, centred around saving kittens in a fantasy internet universe."



"How it works

We carried out eighteen months of research, interviewing hundreds of students aged 8-13 and immersing ourselves in their culture, to discover the best ways to teach young children - especially girls - digital skills.

As a result, we spent over two years developing a code education tool which is first and foremost a game - where the educational elements are woven into the core fabric of high quality gameplay, rather than a few gaming features or characters being bolted on at the end.

In Erase All Kittens, players build and fix real levels using practical coding skills to save the Earth's kittens (displayed as kitten gifs) which have been captured in the internet universe.

Our prototype teaches basic HTML and how to create links, through Mario-style gameplay and interactive dialogue with strange and fantastical creatures - such as Tarquin Glitterquiff, a half-unicorn, half-mermaid serial entrepreneur, and Boris J. Buttstacks, the self-appointed mayor of PonyHead Bay."
girls  coding  games  gaming  videogames  programming  howto  education 
november 2017 by robertogreco
First, let me start off by saying that I highly respect Dr.
"First, let me start off by saying that I highly respect Dr. Stager and his work for moving to more authentic education in our schools. However, as with most people’s impression on the ability of a Chromebook his thoughts are limited.

I just spent about 15 mins doing some searching on the Internet and it appears the Chromebook is far more capable for STEM type stuff than Dr. Stager has mentioned. Take into consideration that now Chromebooks are also capable of installing and running Android apps, I wonder what it is you can specifically do on a Windows machine, which by the way is the only device in our BYOD that has problems connecting to our WiFi, is constantly needing updates, crashes the most and is super slow, that you can’t do on a Chromebook. I regularly make screencasts, edit videos and images as well as do design work on a Chromebook. I have also done STEAM type learning activities with kids using Chromebooks.

Here are a few things I found in those 15 minutes of searching. Some of these I have actually done with students.

Programing Arduinos (Did this with students last year)

https://www.sparkfun.com/news/1803

Programing Lego Robotics (WeDo and MindStorm did this last year and this year as well)

https://education.lego.com/en-us/support/chromebooks

How to use Chromebooks with 3d printer

http://www.mkrclub.com/2015/08/3d-printing-with-chromebook-or-just.html

Coding on a Chromebook (Had middle school kids code their own games using Scratch)

https://medium.com/adventures-in-codeland/coding-on-a-chromebook-a-how-to-guide-part-1-ec87152c00b1

Apps?

https://chrome.google.com/webstore/search/programming%20?utm_source=chrome-ntp-icon&_category=apps

Laser Cutting. You can do all the prep you need on a Chromebook and then print it from a teacher’s computer. I am assuming, if a school had enough money to get a laser cutter they would also have a dedicated computer from which to “print” from. If not there are other options.

https://chrome.google.com/webstore/detail/gcode-sender/ngncibnakmabjlfpadjagnbdjbhoelom

Using the Makey Makey with a Chromebook

https://makeymakey.com/faq/#h.CaZNmj8SHllVHx4IlVGrSyX5zrgN

This is just what I was able to find in 15 mins. I am sure if I put more effort into this I would be able to find many other ways that a Chromebook is a device capable of doing STEAM work.

I like to teach kids how to use the device they have to do the things they need rather than suggest a certain device for everyone."
chromebooks  coding  shannondoak  garystager  2017 
november 2017 by robertogreco
Coding with Chrome - Chrome Web Store
"Learn, improve, or teach coding skills within a Chrome browser.
Coding with Chrome is a Google project to provide an easy-to-use coding/programming environment (IDE) within the Chrome browser that even works offline. Currently, users are able to create programs using Blockly, Coffeescript, HTML, Javascript and Python with output to Logo Turtle and/or connected toys such as the Sphero, mBot and Lego Mindstorms.

Please note that the project is a running experiment and we welcome your feedback.

By installing this item, you agree to the Google Terms of Service and Privacy Policy at https://www.google.com/intl/en/policies/.

Licence: Apache 2.0 (http://directory.fsf.org/wiki/License:Apache2.0)
Credits: https://github.com/google/coding-with-chrome/blob/master/NOTICE.md "
chromebooks  coding  chrome 
november 2017 by robertogreco
Software Are Thou: Knit One, Compute One with Kris Howard - YouTube
"Knitting and computing may seem completely unconnected, but they're very similar. Every beginning knitter learns that there are only two stitches - knit and purl. So knitting is inherently binary, and that opens up a world of possibilities for a coder.

Knitted fabric can be used to encode data in a number of ways, from QR code mittens to a fluffy red virus scarf. Patterns themselves become algorithms, and new syntax proposals allow for automated testing, compilers, and even visualisers. Crafters and programmers are working together in the burgeoning Maker scene to hack hardware, create innovative e-textiles, and push the computational limits of sticks and string.

In this Software Art Thou talk, developer and knitting enthusiast Kris Howard shows how knitting can make you a better coder."
knitting  coding  krishoward  2017  glvo  punchcards  jacquardloom  charts  schematics  notation  patterns 
november 2017 by robertogreco
Ellen Ullman: Life in Code: "A Personal History of Technology" | Talks at Google - YouTube
"The last twenty years have brought us the rise of the internet, the development of artificial intelligence, the ubiquity of once unimaginably powerful computers, and the thorough transformation of our economy and society. Through it all, Ellen Ullman lived and worked inside that rising culture of technology, and in Life in Code she tells the continuing story of the changes it wrought with a unique, expert perspective.

When Ellen Ullman moved to San Francisco in the early 1970s and went on to become a computer programmer, she was joining a small, idealistic, and almost exclusively male cadre that aspired to genuinely change the world. In 1997 Ullman wrote Close to the Machine, the now classic and still definitive account of life as a coder at the birth of what would be a sweeping technological, cultural, and financial revolution.

Twenty years later, the story Ullman recounts is neither one of unbridled triumph nor a nostalgic denial of progress. It is necessarily the story of digital technology’s loss of innocence as it entered the cultural mainstream, and it is a personal reckoning with all that has changed, and so much that hasn’t. Life in Code is an essential text toward our understanding of the last twenty years—and the next twenty."
ellenullman  bias  algorithms  2017  technology  sexism  racism  age  ageism  society  exclusion  perspective  families  parenting  mothers  programming  coding  humans  humanism  google  larrypage  discrimination  self-drivingcars  machinelearning  ai  artificialintelligence  literacy  reading  howweread  humanities  education  publicschools  schools  publicgood  libertarianism  siliconvalley  generations  future  pessimism  optimism  hardfun  kevinkelly  computing 
october 2017 by robertogreco
Poetic Computation: Reader
"Greetings. Welcome to the first class of Poetics and Politics of Computation at the School for Poetic Computation(SFPC). I’d like to begin the class by asking “What is poetic computation?” First, there is the poetics of code, which refers to code as a form of poetry. There is something poetic about code itself, the way that syntax works, the way that repetitions work, and the way that instruction becomes execution through abstraction. There is also what I call the poetic effect of code, which is an aesthetic experience realized through code. In other words, when the mechanics of words are in the right place, the language transcends its constraints and rules, and in turn, creates this poetic effect whereby thought is transformed into experience.

Together, the poetics of code and the poetic effect of code form ‘poetic computation.’ The terms code and computation are often used interchangeably, but I should note that code is only one aspect of computation. Code is a series of instruction for computation that requires logical systems and hardware to make the instructions computable. In that sense, computation is a higher level concept than code. For our purposes, however, we can use poetics of code and poetics of computation interchangeably throughout these discussions.

To a non-coder, non-artist friend, or to those just beginning to learn to program, I often say code may look like poetry in an alien language. And to those more experienced with code, writing code sometimes feels like writing poetry because it doesn’t always ‘work.’ I mean two things by ‘work’: first, does it work as an art form? Is it good poetry? On the other hand, I mean ‘work’ in a more utilitarian sense. Does it have practical application?

At SFPC, we like to think that poetic computation is when language meets mathematics, and logic meets electricity. Sometimes, poetic computation is literally writing poems with code. Some of our teachers and students write poetry with algorithms to explore what the language can do. When we started the school, a lot of people asked if the school is for generative poetry or electronic literature. We clarified that while we are definitely interested in the intersection of language and computation, we want to explore a broader definition of the ‘poetic.’ We want to investigate the art of computation as well as the expressive qualities of code, including its aesthetic, visual, aural and material aspects.

While this artistic potential lies at the core of the school’s excitement about code and computation, I’m interested in how this turn towards art may help us explore political possibilities. In this class, I consider computation to be a lens for examining reality and thinking about emergent issues in the world. In other words, computation can be a vehicle for imagining new ways of being in the world. Let’s first step back to look at material precedents of modern computation and computers."
taeyoonchoi  coding  processing  sfpc  poetry  books  toread  ebooks  schoolforpoeticcomputation 
september 2017 by robertogreco
Tech's push to teach coding isn't about kids' success – it's about cutting wages | Technology | The Guardian
"Today’s hi-tech wages threaten Silicon Valley’s bottom line. What better way to drive down coders’ pay than by investing in a new generation of cheap labor?"
labor  coding  economics  2017  edtech  education  programming  siliconvalley 
september 2017 by robertogreco
James Ryan on Twitter: "Happenthing On Travel On (1975) is a novel that integrates prose, source code, computer-generated text, and glitch art, to rhetorical effect https://t.co/Ex9zItG3xt"
"Happenthing On Travel On (1975) is a novel that integrates prose, source code, computer-generated text, and glitch art, to rhetorical effect"

[via: https://twitter.com/tealtan/status/892523355794001920 ]

"instead of making exaggerated claims about the creative (or even collaborative) role of the computer, she describes it as an expressive tool"
https://twitter.com/xfoml/status/892169553806901249

"Carole Spearin McCauley should be better recognized as a major innovator in the early period of expressive computing"
https://twitter.com/xfoml/status/892170816623751168
novels  writing  computing  computers  prose  code  coding  computer-generatedtext  text  glitchart  1975  carolespearinmccauley  collaboration  cyborgs 
august 2017 by robertogreco
Pixel Kit | Build Your Own Lightboard & Learn To Code | Kano | Kano.me
"Make and code dazzling lights.
Build your own games, animations, art."



"Start with a story
Open the box, pop out the pieces. Buttons, board, battery, and more. Follow the books, all by yourself. Build the Pixel Kit step by step, page by page, just like Lego. Learn as you make. Connect to your computer and download the Kano App.

Learn to code
Step-by-step challenges show you how. Connect blocks, light it up live, see the effects instantly side-by-side. Simple for beginners, expansive for experts.

Build your own games
Start simple. Level up slowly. Create characters, make them run and jump. Spaceships swerve. Balls bounce. Add logic and scoreboards. Remix games by friends.

Paint with light, make animations
Draw your own colorful pictures and pixel art. Make animations frame-by-frame. It's simple and instant! Play with 16 million colors. What will you make?

Bring sound to life
With the inbuilt microphone make lights dance to music, bounce to beats or speak when you speak.

What’s in the app?
Kano Code runs the Pixel Kit. It's based on thousands of hours of real-world testing with artists, educators, and inventors worldwide. It uses simple steps, storytelling, game mechanics, and practical projects to demystify programming"

[See also: https://www.youtube.com/watch?v=-Gs5UuEjYgI ]

[via: https://twitter.com/TeamKano/status/884826758222098435 ]
classideas  kano  sfsh  coding 
july 2017 by robertogreco
Stephanie Hurlburt on Twitter: "A bunch of people are asking what resources I recommend to start learning graphics programming. So you get a thread on it!"
"A bunch of people are asking what resources I recommend to start learning graphics programming. So you get a thread on it!

I really enjoy giving beginner-level workshops. Here are two that focus on graphics:
https://docs.google.com/presentation/d/1yJSQy4QtcQxcMjr9Wj6kjMd2R1BLNA1mUebDtnaXDL8/edit
https://www.slideshare.net/StephanieHurlburt/graphics-programming-workshop

If you're a graphics coder reading this wondering how you can host a workshop too, I've written about that:
http://stephaniehurlburt.com/blog/2016/11/1/guide-to-running-technology-workshops

I also wrote my own little writeup on graphics, notes from when Rich & I were helping Sophia learn graphics.
http://stephaniehurlburt.com/blog/2016/10/28/casual-introduction-to-low-level-graphics-programming

One more graphics workshop-- this one includes a raytracing and particle demo for you to play with.
https://docs.google.com/presentation/d/1d0StEQMEdz4JUEHXfTPbwKIGYex2p5Mko1Rj66e5M80/edit

I love @baldurk 's blog series, "Graphics in Plain Language" https://renderdoc.org/blog/Graphics-in-Plain-Language/

For those ready to wade into advanced waters, "A trip through the graphics pipeline" by @rygorous is great
https://fgiesen.wordpress.com/2011/07/09/a-trip-through-the-graphics-pipeline-2011-index/

This online book is just an amazing introduction to shaders, by @patriciogv and @_jenlowe_ https://thebookofshaders.com/

Prepare yourself for a monster list of graphics resources on this site! My favorite is the SIGGRAPH papers. http://kesen.realtimerendering.com/

I'm a big fan of Cinder and OpenFramworks, both C++/graphics. They are what I started from.
https://libcinder.org/docs/guides/opengl/index.html
http://openframeworks.cc/learning/

BGFX is also great!
https://github.com/bkaradzic/bgfx

For a more beginner friendly library, Processing is simply lovely. https://processing.org/tutorials/

Shaders! GLSLSandbox is more beginner-friendly, Shadertoy if you want to see some crazy shit
http://glslsandbox.com/
https://www.shadertoy.com/

Can't go without mentioning @CasualEffects 's Graphics Codex-- excellent and comprehensive graphics resource. http://graphicscodex.com/

I stand by this advice on how to approach learning graphics programming.
[image with screenshot of chat]

Since we're now on the topic of getting jobs, do mock interviews and get mentors and talk to people. https://twitter.com/sehurlburt/status/872919452718727168 ["Attn coders who struggle w these, or jr coders:

It is your homework to set up a mock interview w one of these folks"]

My mentor list is FULL of graphics programmers. They all love helping you. I do need to update it with more.
http://stephaniehurlburt.com/blog/2016/11/14/list-of-engineers-willing-to-mentor-you

People ask me about learning math and I point them to @EricLengyel 's book
https://www.amazon.com/Foundations-Game-Engine-Development-Mathematics/dp/0985811749/

GPU Performance for Game Artists by @keithoconor
http://fragmentbuffer.com/gpu-performance-for-game-artists/

There are more resources I didn't mention. Check out the last two slides of this https://www.slideshare.net/StephanieHurlburt/graphics-programming-workshop , and http://www.realtimerendering.com

This is a good little collection of resources on advanced GPU optimization and documentation.
https://github.com/g-truc/sdk/tree/master/documentation/hardware/amd/Southern%20Islands

Destiny's Multithreaded Rendering Architecture by @mirror2mask
http://www.gdcvault.com/play/1021926/Destiny-s-Multithreaded-Rendering

An important point: The vast majority of graphics coders I know don't know math very well. Don't be scared away if you aren't a math person.

I say this as someone who adores math, was expecting to use it all the time, & only ever needed basic linear algebra for my graphics work.

Someone made a Slack chat for graphics programming learning/development! Both experienced folks + newbies welcome. https://twitter.com/iFeliLM/status/884801828696805377 ["Great idea. We have a Slack group here:

Invite link here: https://join.slack.com/gfxprogramming/shared_invite/MjExMTIxOTc4NjkwLTE0OTk3ODgxNDYtYTRkNzQ2OGIxOQ "]"
graphics  programming  howto  tutorials  stephaniehurlburt  via:datatelling  math  mathematics  coding 
july 2017 by robertogreco
Glitch
"Glitch is the friendly community where you'll build the app of your dreams

With working example apps to remix, a code editor to modify them, instant hosting and deployment - anybody can build a web app on Glitch, for free."

[See also: https://medium.com/glitch/the-web-was-supposed-to-be-a-thing-we-make-c023b6e7f56a ]
collaboration  programming  classideas  fogcreek  html  webdev  coding  glitch  webapps  webdesign 
april 2017 by robertogreco
Christopher Emdin SXSWedu 2017 Keynote - YouTube
"Merging theory and practice, connecting contemporary issues to historical ones, and providing a deep analysis on the current state of education, Dr. Emdin ushers in a new way of looking at improving schools and schooling. Drawing from themes in his New York Times Bestselling book, and the latest album from rap group A Tribe Called Quest, Emdin offers insight into the structures of contemporary schools, and highlights major issues like the absence of diversity among teachers, the ways educators of color are silenced in schools, the absence of student voice in designing teaching and learning, and a way forward in addressing these issues."
christopheremdin  education  2017  sxswedu2017  schools  diversity  teaching  learning  howweteach  howwelearn  studentvoice  listening  socialjustice  service  atribecalledquest  dinka  culture  adjustment  maladjustment  ptsd  psychology  voice  transcontextualism  johndewey  doctorseuss  traditions  children  race  racism  trauma  trayvonmartin  violence  schooling  schooltoprisonpipeline  technology  edtech  pedagogy  disenfranchisement  technosolutionism  commoncore  soul  liberation  conversation  paulofreire  credentialism  stem  coding  economics  expectations  engagement  neweconomy  equity  justice  humility  quantification  oppression  whitesupremacy  cosmopolitanism  hiphoped  youthculture  hiphop  youth  teens  appropriation  monetization  servicelearning  purpose  context  decontextualization  tfa  courage  inequality  inequity  normalization  community  curriculum  canon  complexity  chaos  nuance  teachforamerica  transcontextualization 
march 2017 by robertogreco
Minecraft Club - Free, safe, moderated server
"Our mission is to build a global online community where kids build, code, play, and learn from one another. We tap the power of youth tech experts to teach and mentor, and have served thousands of kids through our online and community-based programs.

Connected Camps was catalyzed by three girl geeks with a passion for education and the positive potential of technology. Mimi is an educational researcher and advocate for connected learning, on a decades-long hunt to bridge education and entertainment. Katie is a game designer, educator and force behind the creation of Institute of Play and its partner school Quest to Learn. Tara is a technologist and entrepreneur who founded LA Makerspace so kids can make and learn in her local community.

Our approach is backed by lots of research and testing in practice, and is part of the Connected Learning Alliance, dedicated to mobilizing new technology in the service of equity, access and opportunity for all young people."
education  kids  programming  minecraft  coding  mimiito  katiesalen  sfsh  games  gaming  play  videogames 
february 2017 by robertogreco
42: Tuition Free Coding University in the Silicon Valley
[See also: https://en.wikipedia.org/wiki/42_(school)
https://www.youtube.com/watch?v=9OKfktv3k-0
http://www.42.fr/
https://twitter.com/42born2codeUS/
https://twitter.com/42born2code
https://twitter.com/studios_42 ]

"Goals

According to The Boston Consulting Group, the United States is the leading economic power in the world and the sixth in terms of the digital economy. The quality of a country’s digital environment helps to support strong economic growth. If the United States wishes to maintain its place, it will need to continue developing its digital economy.

The future economic growth of the United States is specifically related to its innovative capacity and to the digital transformation of its businesses. The shortage of competent developers delays the transformation of these projects, which may also become the sources of other jobs.

On top of this, studies in the United States are very expensive and do not allow everyone to receive an education. 42 is a high quality, computer-programming training program, which provides its curriculum completely free-of-charge to its students.

The United States has always been the country of entrepreneurship and innovation. Thanks to the prevailing open-minded spirit, Americans allow for differing solutions and for innovative thought, notably in the field of education."



"Worldwide

Since its creation in France in 2013, 42 has received more than 150,000 applications worldwide. Today, 42 welcomes 2,500 students that train themselves every day to become the best developers of tomorrow.

Thus far, we have welcomed international students hailing from a wide array of countries around the globe:

– from the Americas: (United States, Mexico, Bolivia, Ecuador and Brazil)
– from Asia: (Singapore, China, and Japan)
– from the Middle East: (Israel),
– from Europe: (Belgium, Switzerland, Italy, and Sweden)
– from Africa: (Morocco, Senegal, and South Africa).

These students come to 42’s French and American campuses in order to have access to a free, top-level training in computer programming.

42 allows students who have successfully completed the selection tests to continue their training at the Paris or Silicon Valley campuses (provided that they have the necessary immigration visa for their campus choice. Please note: All visa formalities must be completed by the student. For any applicants in need of visas: 42 is prevented by law from providing you with this service, so please do not request it. (This would include any paperwork pertaining to verification of attendance.)

42‘s Paris campus offers students nothing but the best in terms of pedagogy, technical resources (the best infrastructure in Europe), as well as top-notch logistical resources. We feature an attractive and sizable physical plant— with a 4,242 m² building called “the Heart of Code.” The facility is open to our students 24/7.

The American site, situated in the Silicon Valley city of Fremont, includes a state-of-the-art coder development training facility, featuring a space of approximately 10,960m² building called “the Soul of Code” housing 1024 workstations. As with our Paris campus, this campus is open to our students 24/7. The nearby dormitory facility and cafeteria support 42’s goal of delivering high-quality living & learning experiences to our diverse, international student population."



"Tuition Free

An NPO and contrary to nearly all other universities in the United States, 42 proposes a unique training program, which is completely free-of-charge for all of its students.

Tuition fees are neither required before, during nor after attending 42. All of the student tuition fees are covered up-front by the private investment of Xavier Niel for a combined total of $100 million.

University studies in the United States are very expensive and prevent some students from receiving a top-rate education.

- As of the end of 2014, the total of U.S. student loans amounts to 1,160 billion dollars (6.6% of the U.S. GDP), which is greater than the collective American credit card debt. (source: New York Federal Reserve)

- Approximately 40 million Americans have contracted a student loan for an average sum of $30,000; this staggering figure is resulting from the dramatic increase in higher education tuition costs. (These costs overall are up more than 440% in 25 years/an increase of more than 1,225% since 1978). (source: U.S. Department of Education)

- Almost three quarters of all college graduates have had to contract a loan. (source: Forbes magazine)

The increase of the student debt bears a huge percentage of the financial burden of these students and on their credit capabilities. It can have negative consequences on their spending abilities and on their housing budgets. Consequently, this debt can also have a delaying influence on some of these students who seek to start new families."



"Pedagogical Innovation

42’s directors have proven that a rigorous, open curriculum, one that actively involves students in passionate and collaborative projects, is the type of training method that forms the most inspired developers and computer scientists.

42 implements a particular training method that is different than most traditional educational institutions. Our commitment to this unique pedagogy stems from twenty plus years of research and experimentation in France in the field of programming education by Nicolas Sadirac and his team. 42’s pedagogy represents the quintessence of this peer-to-peer methodology and the integration of our determined and continuous efforts to perfect it over time.

42 attracts and accepts the best-of-the-best students who acquire a variety of abilities, while inventing new solutions when faced with new obstacles. Students practice and learn to work efficiently in teams as well as individually. Acquiring programming and problem-solving skills, which are highly in-demand in today’s technology-driven workplace, allows these students to be fully prepared for their careers upon completion of their studies.

PEER-TO-PEER LEARNING
There are no classes and no professors: at 42, the students are the ones in charge of their success and the success of their classmates. In order to progress on the projects that are offered to them, they must rely on the strength of the group, giving and receiving information while alternating between training and learning. This dynamic, removes the subordinate relationship of students as each student within the group is responsible for a part of the project’s completion and success within the group just as it would be in the workplace.

PROGRESS GAMIFICATION
Collecting grades has never been the best form of motivation. Progress at 42 is accounted for using experience points, (which was inspired by the way this happens in video games). Students develop their competencies through each of the proposed projects and receive experience in exchange for this. Each completed project unlocks the next project(s); each successive project is increasingly more substantial and more highly-rewarded. This gamification mindset allows all learning to be fun, while enhancing students’ passion, persistence, and motivation to get to the next level.

REMOVING TIME BARRIERS
Each student advances at his or her own pace. Some concepts are instinctively easier to develop, while others will require additional effort. Based on these observation, the education received at 42 is nearly void of time barriers. This means that each students are not restricted to progressing at the same rhythm as the rest of their graduating class where the student who is the furthest behind slows down the rest of the group; rather, they are able to proceed at their own pace.

When following 42’s educational curriculum, it is difficult to fall behind because the pace of the curriculum is adaptable and individualized to the extreme."
education  computerscience  free  edg  srg  programming  coding  fremont  paris  peerlearning  siliconvalley 
december 2016 by robertogreco
Eyeo 2016 – Patricio Gonzalez Vivo on Vimeo
"What Are The Chances? – This talk investigates the relationships between chaos and chance, cause and effect. It is built from volcanoes, ashes, wind, love, and new life. Along the way Patricio talks about The Book of Shaders, mapping at Mapzen, and other recent collaborations and works in progress.

Many of these slides are interactive: patriciogonzalezvivo.github.io/eyeo16/# "

[The Book of Shaders: http://thebookofshaders.com/ ]
expressivearttherapy  lygiaclark  mapzen  processing  code  coding  arttherapy  psychology  2016  eyeo  eyeo2016  psychoanalysis  freud  carljung  dreams  collectiveunconscious  caseyreas  shaders  nightmares  community  opensource  maps  mapping  openframeworks  fragility  jenlowe  thebookofshaders  mandalas  synchronicity  interconnectedness  patriciogonzalezvivo  edg  raspberrypi  classideas  interconnected  interconnectivity 
august 2016 by robertogreco
30 years of collaboration towards empowering children to be creative thinkers on Vimeo
"For the past 30 years, the LEGO Group and the MIT Media Lab have collaborated on projects based on a shared passion for learning through play. Today, the LEGO Foundation and MIT's Lifelong Kindergarten group continue this tradition, exploring new ways to engage children in creative, playful learning experiences."
seymourpapert  lego  mitchresnick  scratch  mindstorms  lifelongkindergarten  mit  medialab  mitmedialab  education  learning  children  coding  creativity  2015 
august 2016 by robertogreco
bubble103 on Scratch
[Specifically these projects:

"The Colour Divide - Trailer"
https://scratch.mit.edu/projects/70058680/

"Two | The Colour Divide"
https://scratch.mit.edu/projects/97663280/

"[Now out] A Colour Divide Q & A!"
https://scratch.mit.edu/projects/111996769/

"Vectoring Like A Pro #1"
https://scratch.mit.edu/projects/75539018/

"Vectoring Like A Pro #2"
https://scratch.mit.edu/projects/102075619/

"Ya Gotta ♥ Variables"
https://scratch.mit.edu/projects/80209136/ ]

[See also:

https://twitter.com/bubble103_

"Hi, I'm @bubble103's evil clone.
jk... this is my test account...

Follow my main account, @bubble103!
*currently not taking any voice acting requests*"
https://scratch.mit.edu/users/bubbie103/ ]

[via: Thursday Keynote
http://webcast.mit.edu/sum2016/scratch/1631/index-d1.html ]
scratch  vectors  tutorials  coding  drawing  illustration  howto  tarynbasel 
august 2016 by robertogreco
A Snapshot of a 21st-Century Librarian - The Atlantic
"Quill: My focus is on maps, but also geographic information science—spatial analysis and digital mapping, and the digital companions to a lot of traditional paper maps. I both get to collect the older and even currently published paper maps, and do a lot more workshops on different digital mapping tools—which are really well attended.

Even for people who are quite tech-savvy, the general abundance of options and tools makes it really difficult to invest the time in every element of research and tools that you might need. I think it's helpful for the librarian, especially in the case of mapping, to be able to be the expert on all these different things so the students don't have to go down every little avenue and try to learn every tool. I spend a lot of time doing research consultations with people, and then teaching workshops. A lot of those are for some sort of digital product or tool.

We've also been able to use some of these new technologies to enhance our traditional print map collection, whether it's digitizing a collection, or I made an interactive index for one of our series of maps so it's easier to find which specific map you need. Things like that that can be a complement to traditional resources. I don't think of it as two separate things. They all work together in different ways.

Green: Do you feel like you have to teach yourself new tools all the time?

Quill: Yes, definitely, which is one of the things I really enjoy about my job. I'm taking some graduate-level classes now just to keep up on what's being taught and new technologies. I also just spend a lot of time looking out for new things, playing around with them. I have an ongoing list of different tools and what they're best for, the pros and cons of each.

Green: I looked at some of your work on the university’s site. Tell me more about the Russian treasure hunters and “The Sun Also Rises: A Drinking Map”.

Quill: Because librarians are academic faculty, there’s an expectation that we do research. I’ve been mapping all the locations in Hemingway’s The Sun Also Rises, specifically where the characters drink alcohol. The really cool thing about that particular book is that Hemingway is really specific about the places that they’re going, and sometimes even has addresses in the book. I’m trying to map the progression through the novel. I’ve also been counting exactly how many drinks they’ve had, which sometimes is stated and sometimes it just “a lot,” or “many,” or “we passed out.” It's interesting to see as the characters move through space and time how their drinking habits also accommodate what's going on around them.

The project came out of me trying to learn one of these new tools that are specifically for narrative maps, so I thought the best way to learn is to just try to do one myself with one of my favorite books.

Green: And the Russian treasure hunters?

Quill: We have a series of Russian military maps from the late 1800s up until about 1940, so covering most of both World Wars in Europe. They were made by the Russian military for internal use, so a lot of them are stamped secret. There's a whole long history, and we've been digitizing them. They're used by a lot by people trying to research their families. For example, “My grandmother lived in this village in Poland that no longer exists,” but maybe it's on this map from 1910 of Poland.

We can see which websites are driving traffic to our map collection, and one of them is a Russian treasure hunter’s forum. It seems like somebody in this community discovered that we were digitizing these, and they've been using them to hunt for treasure. I don't read Russian, so it's hard to tell exactly. We had over 100,000 hits to this collection just in the last year—not just from Russia. A lot of academics and researchers use them all around the world. It's just so fascinating that all of a sudden the use of this collection just exploded, and it took us a while to figure out what was driving it. They're not really available anywhere else in the world.

Green: Can you tell me something surprising about your job?

Quill: The spirit of collaboration at IU and the fact that everyone seems to like their job here. Before working in libraries, I worked in retail for a while and taught in Bulgaria. It's amazing, and really uplifting, to be around people who like going to work everyday and being able to see specific ways where your input has helped someone else's research in some way. When I was younger, you'd hear people talk about work like it's this horrible drudgery of a thing that you tolerate and then you come home and live your life."

[See also: http://www.mhpbooks.com/your-average-librarian-was-never-average/ ]
libraries  libraraians  2016  adriennegreentheresaquill  maps  mapping  literature  books  archives  internet  web  coding  online 
july 2016 by robertogreco
Assorted Stuff : Wasted Spaces
"When I go to ISTE, I’m mostly looking for interesting and new-to-me ideas for using technology to enhance learning. For adults as well as kids. While you can do much of that inquiry online, there is something about being immersed live in the community that cannot be duplicated digitally.

At the same time I also make it a point to attend sessions by a small group of the same presenters, even if I pretty much know what they’re going to say. Because I also know they are people who will inspire me and jumpstart my thinking in unique ways. One of those people is Will Richardson.

During his ISTE talk, Will compared the very trendy concept of makers spaces with computer labs, saying that schools need a maker culture, not spaces. It was almost a throwaway line, a relatively small point in his talk but also one that got stuck in my warped little mind.

Wiil’s view of maker spaces as the new computer lab* perfectly encapsulates the uneasy, slightly negative feelings I’ve had towards the maker space concept, as the chatter and activity around it has has grown over the past four or five years.

It’s not that I disapprove of the idea of kids as makers. I love it. That’s exactly what school should be. But that’s not how the concept is applied in most schools.

As happened with computing devices, someone’s idea of a “maker space” is set up in a corner of the library, stored in a vacant room, or assembled in a cart rolled between classrooms. With students performing pre-planned activities for a fixed period of time, before returning to their “real” work.

In most schools I’ve observed, maker space is a pull out program for students that we know will pass the spring tests. A reward for completing that real work. An option for kids before or after school, or during lunch. An elective for students with space in their schedule.

Maker space is usually whatever the local advocate says it is. I’m interested in robots, so we buy robot kits. The dollar store had a sale on Popsicle sticks, so we construct towers. The principal bought a 3D printer, so we better use it. (Until the filament runs out and we can’t afford to buy more.)

I’ve seen all of this in schools and more.

A school with a maker culture, however, is one in which students are encouraged to explore all aspects of “maker” that interest them. Music, writing, science, video, coding, drawing, cooking, and many, many more topics that may not even occur to adults who think of “school” in very traditional ways. Auto shop, wood shop, metal shop were maker spaces when I was a kid, all of which have largely been removed from schools in this area.

Once upon a time, all of this was part of a liberal education. Providing kids the opportunity to explore a wide variety of subjects during their K12 years. Making them aware of their options. Preparing them for life, not just for college. I know, it’s an ideal view of school. One that in the real world America of my youth was never perfectly implemented.

That’s exactly what a school built around a maker culture would be. Rather than being a reconfigured computer lab.

*******

*An anachronism that should disappear but only seems to be reconfigured every few years with new devices."
makerspaces  computerlabs  making  makers  schools  education  lcproject  openstudioproject  sfsh  timstahmer  culture  makerculture  cooking  science  woodshop  metalshop  autoshop  drawing  coding  music  writing  teaching  howweteach  classrooms  schooldesign  materials  iste  willrichardson  2016  vi:audreywatters 
july 2016 by robertogreco
Remarks at the SASE Panel On The Moral Economy of Tech
"I am only a small minnow in the technology ocean, but since it is my natural habitat, I want to make an effort to describe it to you.

As computer programmers, our formative intellectual experience is working with deterministic systems that have been designed by other human beings. These can be very complex, but the complexity is not the kind we find in the natural world. It is ultimately always tractable. Find the right abstractions, and the puzzle box opens before you.

The feeling of competence, control and delight in discovering a clever twist that solves a difficult problem is what makes being a computer programmer sometimes enjoyable.

But as anyone who's worked with tech people knows, this intellectual background can also lead to arrogance. People who excel at software design become convinced that they have a unique ability to understand any kind of system at all, from first principles, without prior training, thanks to their superior powers of analysis. Success in the artificially constructed world of software design promotes a dangerous confidence.

Today we are embarked on a great project to make computers a part of everyday life. As Marc Andreessen memorably frames it, "software is eating the world". And those of us writing the software expect to be greeted as liberators.

Our intentions are simple and clear. First we will instrument, then we will analyze, then we will optimize. And you will thank us.

But the real world is a stubborn place. It is complex in ways that resist abstraction and modeling. It notices and reacts to our attempts to affect it. Nor can we hope to examine it objectively from the outside, any more than we can step out of our own skin.

The connected world we're building may resemble a computer system, but really it's just the regular old world from before, with a bunch of microphones and keyboards and flat screens sticking out of it. And it has the same old problems.

Approaching the world as a software problem is a category error that has led us into some terrible habits of mind.

BAD MENTAL HABITS

First, programmers are trained to seek maximal and global solutions. Why solve a specific problem in one place when you can fix the general problem for everybody, and for all time? We don't think of this as hubris, but as a laudable economy of effort. And the startup funding culture of big risk, big reward encourages this grandiose mode of thinking. There is powerful social pressure to avoid incremental change, particularly any change that would require working with people outside tech and treating them as intellectual equals.

Second, treating the world as a software project gives us a rationale for being selfish. The old adage has it that if you are given ten minutes to cut down a tree, you should spend the first five sharpening your axe. We are used to the idea of bootstrapping ourselves into a position of maximum leverage before tackling a problem.

In the real world, this has led to a pathology where the tech sector maximizes its own comfort. You don't have to go far to see this. Hop on BART after the conference and take a look at Oakland, or take a stroll through downtown San Francisco and try to persuade yourself you're in the heart of a boom that has lasted for forty years. You'll see a residential theme park for tech workers, surrounded by areas of poverty and misery that have seen no benefit and ample harm from our presence. We pretend that by maximizing our convenience and productivity, we're hastening the day when we finally make life better for all those other people.

Third, treating the world as software promotes fantasies of control. And the best kind of control is control without responsibility. Our unique position as authors of software used by millions gives us power, but we don't accept that this should make us accountable. We're programmers—who else is going to write the software that runs the world? To put it plainly, we are surprised that people seem to get mad at us for trying to help.

Fortunately we are smart people and have found a way out of this predicament. Instead of relying on algorithms, which we can be accused of manipulating for our benefit, we have turned to machine learning, an ingenious way of disclaiming responsibility for anything. Machine learning is like money laundering for bias. It's a clean, mathematical apparatus that gives the status quo the aura of logical inevitability. The numbers don't lie.

Of course, people obsessed with control have to eventually confront the fact of their own extinction. The response of the tech world to death has been enthusiastic. We are going to fix it. Google Ventures, for example, is seriously funding research into immortality. Their head VC will call you a "deathist" for pointing out that this is delusional.

Such fantasies of control come with a dark side. Witness the current anxieties about an artificial superintelligence, or Elon Musk's apparently sincere belief that we're living in a simulation. For a computer programmer, that's the ultimate loss of control. Instead of writing the software, you are the software.

We obsess over these fake problems while creating some real ones.

In our attempt to feed the world to software, techies have built the greatest surveillance apparatus the world has ever seen. Unlike earlier efforts, this one is fully mechanized and in a large sense autonomous. Its power is latent, lying in the vast amounts of permanently stored personal data about entire populations.

We started out collecting this information by accident, as part of our project to automate everything, but soon realized that it had economic value. We could use it to make the process self-funding. And so mechanized surveillance has become the economic basis of the modern tech industry.

SURVEILLANCE CAPITALISM

Surveillance capitalism has some of the features of a zero-sum game. The actual value of the data collected is not clear, but it is definitely an advantage to collect more than your rivals do. Because human beings develop an immune response to new forms of tracking and manipulation, the only way to stay successful is to keep finding novel ways to peer into people's private lives. And because much of the surveillance economy is funded by speculators, there is an incentive to try flashy things that will capture the speculators' imagination, and attract their money.

This creates a ratcheting effect where the behavior of ever more people is tracked ever more closely, and the collected information retained, in the hopes that further dollars can be squeezed out of it.

Just like industrialized manufacturing changed the relationship between labor and capital, surveillance capitalism is changing the relationship between private citizens and the entities doing the tracking. Our old ideas about individual privacy and consent no longer hold in a world where personal data is harvested on an industrial scale.

Those who benefit from the death of privacy attempt to frame our subjugation in terms of freedom, just like early factory owners talked about the sanctity of contract law. They insisted that a worker should have the right to agree to anything, from sixteen-hour days to unsafe working conditions, as if factory owners and workers were on an equal footing.

Companies that perform surveillance are attempting the same mental trick. They assert that we freely share our data in return for valuable services. But opting out of surveillance capitalism is like opting out of electricity, or cooked foods—you are free to do it in theory. In practice, it will upend your life.

Many of you had to obtain a US visa to attend this conference. The customs service announced yesterday it wants to start asking people for their social media profiles. Imagine trying to attend your next conference without a LinkedIn profile, and explaining to the American authorities why you are so suspiciously off the grid.

The reality is, opting out of surveillance capitalism means opting out of much of modern life.

We're used to talking about the private and public sector in the real economy, but in the surveillance economy this boundary doesn't exist. Much of the day-to-day work of surveillance is done by telecommunications firms, which have a close relationship with government. The techniques and software of surveillance are freely shared between practitioners on both sides. All of the major players in the surveillance economy cooperate with their own country's intelligence agencies, and are spied on (very effectively) by all the others.

As a technologist, this state of affairs gives me the feeling of living in a forest that is filling up with dry, dead wood. The very personal, very potent information we're gathering about people never goes away, only accumulates. I don't want to see the fire come, but at the same time, I can't figure out a way to persuade other people of the great danger.

So I try to spin scenarios.

THE INEVITABLE LIST OF SCARY SCENARIOS

One of the candidates running for President this year has promised to deport eleven million undocumented immigrants living in the United States, as well as block Muslims from entering the country altogether. Try to imagine this policy enacted using the tools of modern technology. The FBI would subpoena Facebook for information on every user born abroad. Email and phone conversations would be monitored to check for the use of Arabic or Spanish, and sentiment analysis applied to see if the participants sounded "nervous". Social networks, phone metadata, and cell phone tracking would lead police to nests of hiding immigrants.

We could do a really good job deporting people if we put our minds to it.

Or consider the other candidate running for President, the one we consider the sane alternative, who has been a longtime promoter of a system of extrajudicial murder that uses blanket surveillance of cell phone traffic, email, and social media to create lists of people to be tracked and killed with autonomous aircraft. … [more]
culture  ethics  privacy  surveillance  technology  technosolutionism  maciegceglowski  2016  computing  coding  programming  problemsolving  systemsthinking  systems  software  control  power  elonmusk  marcandreessen  siliconvalley  sanfrancisco  oakland  responsibility  machinelearning  googlevntures  vc  capitalism  speculation  consent  labor  economics  poland  dystopia  government  politics  policy  immortality 
june 2016 by robertogreco
WOVNS
"This tutorial will show you how to design textiles using code, specifically the Processing software. Using code makes it easy to create complex and precise patterns that would be difficult to draw manually – and to quickly explore a lot of different variations."



[from http://www.wovns.com/about :

"WOVNS is the first platform of its kind, a San Francisco/Maui based company that is a textile studio and technology platform, giving designers access to the means of textile production.

Working with US textile manufacturers, we have developed a patent pending system for jacquard looms that enables textile production in quantities as small as a single yard. Customers simply access our selection of colors and qualities, apply them to their own designs, and submit for purchase / production. In addition, our platform promotes independent designers through the WOVNS Collection, a curated fabric and product collection that offers royalties to contributors on every yard sold. We proudly offer this collection to the design community.

In the era of digital fabrication platforms, desktop 3D printers and milling machines, our goal is to revolutionize textile production, creating access and immediacy for woven textile development. Start bringing your designs to life!"]

[See also: https://www.kickstarter.com/projects/wovns/wovns-a-platform-for-on-demand-production-of-woven
https://www.youtube.com/watch?v=gq4baT5bKF4 ]
processing  code  learning  patterns  textiles  denamolnar  chelseamolnar  glvo  coding  wovns 
june 2016 by robertogreco
The Minecraft Generation - The New York Times
"Seth Frey, a postdoctoral fellow in computational social science at Dartmouth College, has studied the behavior of thousands of youths on Minecraft servers, and he argues that their interactions are, essentially, teaching civic literacy. “You’ve got these kids, and they’re creating these worlds, and they think they’re just playing a game, but they have to solve some of the hardest problems facing humanity,” Frey says. “They have to solve the tragedy of the commons.” What’s more, they’re often anonymous teenagers who, studies suggest, are almost 90 percent male (online play attracts far fewer girls and women than single-­player mode). That makes them “what I like to think of as possibly the worst human beings around,” Frey adds, only half-­jokingly. “So this shouldn’t work. And the fact that this works is astonishing.”

Frey is an admirer of Elinor Ostrom, the Nobel Prize-­winning political economist who analyzed the often-­unexpected ways that everyday people govern themselves and manage resources. He sees a reflection of her work in Minecraft: Running a server becomes a crash course in how to compromise, balance one another’s demands and resolve conflict.

Three years ago, the public library in Darien, Conn., decided to host its own Minecraft server. To play, kids must acquire a library card. More than 900 kids have signed up, according to John Blyberg, the library’s assistant director for innovation and user experience. “The kids are really a community,” he told me. To prevent conflict, the library installed plug-ins that give players a chunk of land in the game that only they can access, unless they explicitly allow someone else to do so. Even so, conflict arises. “I’ll get a call saying, ‘This is Dasher80, and someone has come in and destroyed my house,’ ” Blyberg says. Sometimes library administrators will step in to adjudicate the dispute. But this is increasingly rare, Blyberg says. “Generally, the self-­governing takes over. I’ll log in, and there’ll be 10 or 15 messages, and it’ll start with, ‘So-and-so stole this,’ and each message is more of this,” he says. “And at the end, it’ll be: ‘It’s O.K., we worked it out! Disregard this message!’ ”

Several parents and academics I interviewed think Minecraft servers offer children a crucial “third place” to mature, where they can gather together outside the scrutiny and authority at home and school. Kids have been using social networks like Instagram or Snapchat as a digital third place for some time, but Minecraft imposes different social demands, because kids have to figure out how to respect one another’s virtual space and how to collaborate on real projects.

“We’re increasingly constraining youth’s ability to move through the world around them,” says Barry Joseph, the associate director for digital learning at the American Museum of Natural History. Joseph is in his 40s. When he was young, he and his friends roamed the neighborhood unattended, where they learned to manage themselves socially. Today’s fearful parents often restrict their children’s wanderings, Joseph notes (himself included, he adds). Minecraft serves as a new free-­ranging realm.

Joseph’s son, Akiva, is 9, and before and after school he and his school friend Eliana will meet on a Minecraft server to talk and play. His son, Joseph says, is “at home but still getting to be with a friend using technology, going to a place where they get to use pickaxes and they get to use shovels and they get to do that kind of building. I wonder how much Minecraft is meeting that need — that need that all children have.” In some respects, Minecraft can be as much social network as game.

Just as Minecraft propels kids to master Photoshop or video-­editing, server life often requires kids to acquire complex technical skills. One 13-year-old girl I interviewed, Lea, was a regular on a server called Total Freedom but became annoyed that its administrators weren’t clamping down on griefing. So she asked if she could become an administrator, and the owners said yes.

For a few months, Lea worked as a kind of cop on that beat. A software tool called “command spy” let her observe records of what players had done in the game; she teleported miscreants to a sort of virtual “time out” zone. She was eventually promoted to the next rank — “telnet admin,” which allowed her to log directly into the server via telnet, a command-­line tool often used by professionals to manage servers. Being deeply involved in the social world of Minecraft turned Lea into something rather like a professional systems administrator. “I’m supposed to take charge of anybody who’s breaking the rules,” she told me at the time.

Not everyone has found the online world of Minecraft so hospitable. One afternoon while visiting the offices of Mouse, a nonprofit organization in Manhattan that runs high-tech programs for kids, I spoke with Tori. She’s a quiet, dry-­witted 17-year-old who has been playing Minecraft for two years, mostly in single-­player mode; a recent castle-­building competition with her younger sister prompted some bickering after Tori won. But when she decided to try an online server one day, other players — after discovering she was a girl — spelled out “BITCH” in blocks.

She hasn’t gone back. A group of friends sitting with her in the Mouse offices, all boys, shook their heads in sympathy; they’ve seen this behavior “everywhere,” one said. I have been unable to find solid statistics on how frequently harassment happens in Minecraft. In the broader world of online games, though, there is more evidence: An academic study of online players of Halo, a shoot-’em-up game, found that women were harassed twice as often as men, and in an unscientific poll of 874 self-­described online gamers, 63 percent of women reported “sex-­based taunting, harassment or threats.” Parents are sometimes more fretful than the players; a few told me they didn’t let their daughters play online. Not all girls experience harassment in Minecraft, of course — Lea, for one, told me it has never happened to her — and it is easy to play online without disclosing your gender, age or name. In-game avatars can even be animals.

How long will Minecraft’s popularity endure? It depends very much on Microsoft’s stewardship of the game. Company executives have thus far kept a reasonably light hand on the game; they have left major decisions about the game’s development to Mojang and let the team remain in Sweden. But you can imagine how the game’s rich grass-roots culture might fray. Microsoft could, for example, try to broaden the game’s appeal by making it more user-­friendly — which might attenuate its rich tradition of information-­sharing among fans, who enjoy the opacity and mystery. Or a future update could tilt the game in a direction kids don’t like. (The introduction of a new style of combat this spring led to lively debate on forums — some enjoyed the new layer of strategy; others thought it made Minecraft too much like a typical hack-and-slash game.) Or an altogether new game could emerge, out-­Minecrafting Minecraft.

But for now, its grip is strong. And some are trying to strengthen it further by making it more accessible to lower-­income children. Mimi Ito has found that the kids who acquire real-world skills from the game — learning logic, administering servers, making YouTube channels — tend to be upper middle class. Their parents and after-­school programs help them shift from playing with virtual blocks to, say, writing code. So educators have begun trying to do something similar, bringing Minecraft into the classroom to create lessons on everything from math to history. Many libraries are installing Minecraft on their computers."
2016  clivethompson  education  videogames  games  minecraft  digitalculture  gaming  mimiito  robinsloan  coding  computationalthinking  stem  programming  commandline  ianbogost  walterbenjamin  children  learning  resilience  colinfanning  toys  lego  wood  friedrichfroebel  johnlocke  rebeccamir  mariamontessori  montessori  carltheodorsorensen  guilds  mentoring  mentorship  sloyd  denmark  construction  building  woodcrafting  woodcraft  adventureplaygrounds  material  logic  basic  mojang  microsoft  markuspersson  notch  modding  photoshop  texturepacks  elinorostrom  collaboration  sethfrey  civics  youtube  networkedlearning  digitalliteracy  hacking  computers  screentime  creativity  howwelearn  computing  froebel 
april 2016 by robertogreco
How to Think About Bots | Motherboard
"Who is responsible for the output and actions of bots, both ethically and legally? How does semi-autonomy create ethical constraints that limit the maker of a bot?"



"Given the public and social role they increasingly play—and whatever responsibility their creators assume—the actions of bots, whether implicitly or explicitly, have political outcomes. The last several years have seen a rise in bots being used to spread political propaganda, stymie activism and bolster social media follower lists of public figures. Activists can use bots to mobilize people around social and political causes. People working for a variety of groups and causes use bots to inject automated discourse on platforms like Twitter and Reddit. Over the last few years both government employees and opposition activists in Mexico have used bots in attempts to sway public opinion. Where do we draw the line between propaganda, public relations and smart communication?

Platforms, governments and citizens must step in and consider the purpose, and future, of bot technology before manipulative anonymity becomes a hallmark of the social bot."
bots  robots  ethics  ai  artificialintelligence  twitter  bot-ifesto  programming  coding  automation  samuelwoolley  danahboyd  meredithbroussard  madeleineelish  lainnafader  timhwang  alexislloyd  giladlotan  luisdanielpalacios  allisonparrish  giladrosner  saiphsavage  smanthashorey  socialbots  oliviataters  politics  policy 
march 2016 by robertogreco
Feel Train
[http://feeltrain.com/blog/hello-feel-train/

"I am incredibly proud to announce that Courtney Stanton and I are starting a creative technology cooperative called Feel Train. We build tech that creates dynamic and nuanced interactions between humans and computers. We eschew meme generation and instead confront people with their own humanity by putting them face to face with the inhuman. And as of today we're available for hire.

So. We're a creative technology cooperative. I'll talk more about "creative technology" in a future essay, but right now I want to dive into the "cooperative" part. Feel Train is a worker-owned, cooperatively managed company.

A hard limit on scale
I've spent about a decade as a working professional. I've been at at half a dozen companies of various sizes, ranging from a three-person bootstrapped business to a multinational technology company with 5000 employees. I've been lucky: every company I've worked for has been a pretty good place to work overall.

I've experienced a bunch of different workplace cultures and organizational structures but I've never felt comfortable with any of them, which is why we're doing something a little bit different with this new business.

There are plenty of models out there for technical cooperatives, and we wanted to make sure we picked the right one for Feel Train. (For 101-level information on how a tech co-op might work, the Tech Co-op Network hosts an excellent free guide full of case studies.)

One thing that Courtney and I knew from the start in our very bones: Feel Train will never consist of more than 8 people.

This is a hard cap on the number of employees. With this limit in place, we no longer have to pick solutions that scale, because we literally cannot scale. We could have a different benefits or vacation package for every worker. That would be a logistical nightmare at most companies, but we'll never have to keep track of more than 8 packages.

Emotionally speaking, this does wonders for me. I've had plenty of entrepreneur friends over the years. Sometimes I would hear them swear up and down, "I love our company at this size. We're going to grow slowly and carefully." Then (ideally) success hits and it becomes very difficult to say no to the prospect of doing more, and doing so by growing faster than they'd ever planned.

All of a sudden, the company is bigger than they ever told themselves it would be. The work isn't fun like it used to be.

I'm not a better person than my friends. If (ideally) Feel Train is successful, then I know I would say yes to growing it beyond our intentions. With this limit in place, I'll never have to tempt myself.

Worker ownership
I believe that labor is the source of value, which means that in order to run a just company, ownership must belong to the workers and solely to the workers. The question becomes: who owns how much?

In production-based industries (factories, agriculture, etc) there are cooperative models where it's a simple matter of converting hourly labor to percent ownership. If Ayesha clocks twice as many hours as Bert, then Ayesha owns twice as much of the company as Bert.

But measuring labor is tricky in a creative industry. Why it's so tricky is a huge topic outside the scope of this article, but Courtney and I have given this a lot of thought and the best answer we have is: don't measure labor. No time tracking.

This means that, when it comes to ownership, we simply give it away. Ownership means equal say in every strategic decision the company makes: one worker, one vote. This solution absolutely does not scale. I couldn't imagine direct democracy working smoothly in an organization of even 20 people let alone 100 or 1,000. But it'll work for 8 people.

This also means that investment does not translate to ownership. Courtney and I are investing a pretty big chunk of our savings to get Feel Train started, but this doesn't give us any special rights. The next person to join Feel Train, whoever that is, will own one third of the company. My share of the company will dilute from one half to one third, as will Courtney's. Fortunately, we don't have to worry about too much dilution. I can guarantee you that if you join Feel Train you will never own less than one eighth of the company as long as you work here.

This is all just the beginning...
It's a good feeling to help start a company I can feel proud of deep, deep down in my Marxist bones. And these two core principles of worker ownership and non-scalability are just the foundation. Courtney has a ton of thoughts on the management of creative workers, and she'll talk about those in the future. If you're eager to hear more about all this, sign up for our monthly mailing list!"]

[See also: https://tinyletter.com/superopinionated/letters/super-opinionated-power-club-16-live-from-open-source-bridge ]
courtneystanton  dariuskazemi  bots  labor  technology  coding  feeltrain  humanism  cooperatives  groupsize  ownership  marxism  production  directdemocracy  organizations  growth  size  employment  lcproject  openstudioproject  scale  scalability  tcsnmy8  tcsnmy  small  slow  sfsh 
february 2016 by robertogreco
Liberal Arts Degree to Software Industry — Medium
"1. get comfortable using linux …

2. get comfortable using a version control system …

3. learn to use a command line text/code editor …

4. learn a high-level, dynamic, interpreted programming language …

5. learn a low-level, statically typed, compiled programming language (without a garbage collector) …

6. build your own (static) website from scratch …

7. contribute to an open source project …

8. get familiar with test driven development (TDD) …

9. understand how to use a (relational) database …

10. go deep in one particular technology stack"
liberarts  coding  software  linux  programming  2016  paulcarduner 
february 2016 by robertogreco
mbostock (Mike Bostock)
[via: http://www.wired.com/2015/09/essential-social-media-feeds/

"Mike Bostock | Github
Let Bostock—until recently a graphics editor at The New York Times—show you how he uses the web’s native languages to turn raw numbers into shapes, colors, graphs, charts, and maps."]
javascript  visualization  github  d3  mikebostock  webdev  coding  webdesign 
january 2016 by robertogreco
Sha Hwang - Keynote [Forms of Protest] - UX Burlington on Vimeo
"Let’s close the day by talking about our responsibilities and opportunities as designers. Let’s talk about the pace of fashion and the promise of infrastructure. Let’s talk about systematic failure — failure without malice. Let’s talk about the ways to engage in this messy and complex world. Let’s throw shade on fame and shine light on the hard quiet work we call design."
shahwang  2015  design  infrastructure  fashion  systemsthinking  complexity  messiness  protest  careers  technology  systems  storytelling  scale  stewartbrand  change  thehero'sjourney  founder'sstory  politics  narrative  narratives  systemsdesign  blame  control  algorithms  systemfailure  healthcare.gov  mythmaking  teams  purpose  scalability  bias  microaggressions  dignity  abuse  malice  goodwill  fear  inattention  donellameadows  leveragepoints  making  building  constraints  coding  code  programming  consistency  communication  sharing  conversation  government  ux  law  uxdesign  simplicity  kindness  individuals  responsibility  webdev  web  internet  nava  codeforamerica  18f  webdesign 
january 2016 by robertogreco
The Jacob’s Ladder of coding — Medium
"Anecdotes and questions about climbing up and down the ladder of abstraction: Atari, ARM, demoscene, education, creative coding, community, seeking lightness, enlightenment & strange languages"



"With only an hour or two of computer time a week, our learning and progress was largely down to intensive trial & error, daily homework and learning to code and debug with only pencil and paper, whilst trying to be the machine yourself: Playing every step through in our heads (and on paper) over and over until we were confident, the code did as we’d expect, yet, often still failing because of wrong intuitions. Learning this analytical thinking is essential to successful debugging, even today, specifically in languages / environments where no GUI debugger is available. In the late 90s, John Maeda did similar exercises at MIT Media Lab, with students role-playing different parts of a CPU or a whole computer executing a simple process. Later at college, my own CS prof too would often quote Alan Perlis:
“To understand a program you must become both the machine and the program.” — Alan Perlis

Initially we’d only be using the machine largely to just verify our ideas prepared at home (spending the majority of the time typing in/correcting numbers from paper). Through this monastic style of working, we also learned the importance of having the right tools and balance of skills within the group and were responsible to create them ourselves in order to achieve our vision. This important lesson stayed with me throughout (maybe even became) my career so far… Most projects I worked on, especially in the past 15 years, almost exclusively relied on custom-made tooling, which was as much part of the final outcome as the main deliverable to clients. Often times it even was the main deliverable. On the other hand, I’ve also had to learn the hard way that being a largely self-sufficient generalist often is undesired in the modern workplace, which frequently still encourages narrow expertise above all else…

After a few months of convincing my parents to invest all of their saved up and invaluable West-german money to purchase a piece of “Power Without the Price” (a much beloved Atari 800XL) a year before the Wall came down in Berlin, I finally gained daily access to a computer, but was still in a similar situation as before: No more hard west money left to buy a tape nor disk drive from the Intershop, I wasn’t able to save any work (apart from creating paper copies) and so the Atari was largely kept switched on until November 10, 1989, the day after the Berlin Wall was opened and I could buy an XC-12 tape recorder. I too had to choose whether to go the usual route of working with the built-in BASIC language or stick with what I’d learned/taught myself so far, Assembly… In hindsight, am glad I chose the latter, since it proved to be far more useful and transportable knowledge, even today!"



"Lesson learned: Language skills, natural and coded ones, are gateways, opening paths not just for more expression, but also to paths in life.

As is the case today, so it was back then: People tend to organize around specific technological interests, languages and platforms and then stick with them for a long time, for better or worse. Over the years I’ve been part of many such tool-based communities (chronologically: Asm, C, TurboPascal, Director, JS, Flash, Java, Processing, Clojure) and have somewhat turned into a nomad, not being able to ever find a true home in most of them. This might sound judgemental and negative, but really isn’t meant to and these travels through the land of languages and toolkits has given me much food for thought. Having slowly climbed up the ladder of abstraction and spent many years both with low & high level languages, has shown me how much each side of the spectrum can inform and learn from the other (and they really should do more so!). It’s an experience I can highly recommend to anyone attempting to better understand these machines some of us are working with for many hours a day and which impact so much of all our lives. So am extremely grateful to all the kind souls & learning encountered on the way!"



"In the vastly larger open source creative computing demographic of today, the by far biggest groups are tight-knit communities around individual frameworks and languages. There is much these platforms have achieved in terms of output, increasing overall code literacy and turning thousands of people from mere computer users into authors. This is a feat not be underestimated and a Good Thing™! Yet my issue with this siloed general state of affairs is that, apart from a few notable exceptions (especially the more recent arrivals), there’s unfortunately a) not much cross-fertilizing with fundamentally different and/or new ideas in computing going on and b) over time only incremental progress is happening, business as usual, rather than a will to continuously challenge core assumptions among these largest communities about how we talk to machines and how we can do so better. I find it truly sad that many of these popular frameworks rely only on the same old imperative programming language family, philosophy and process, which has been pre-dominant and largely unchanged for the past 30+ years, and their communities also happily avoid or actively reject alternative solutions, which might require fundamental changes to their tools, but which actually could be more suitable and/or powerful to their aims and reach. Some of these platforms have become and act as institutions in their own right and as such also tend to espouse an inward looking approach & philosophy to further cement their status (as owners or pillars?) in their field. This often includes a no-skills-neccessary, we-cater-all-problems promise to their new users, with each community re-inventing the same old wheels in their own image along the way. It’s Not-Invented-Here on a community level: A reliance on insular support ecosystems, libraries & tooling is typical, reducing overall code re-use (at least between communities sharing the same underlying language) and increasing fragmentation. More often than not these platforms equate simplicity with ease (go watch Rich Hickey taking this argument eloquently apart!). The popular prioritization of no pre-requisite knowledge, super shallow learning curves and quick results eventually becomes the main obstacle to later achieve systemic changes, not just in these tools themselves, but also for (creative) coding as discipline at large. Bloatware emerges. Please do forgive if that all sounds harsh, but I simply do believe we can do better!

Every time I talk with others about this topic, I can’t help but think about Snow Crash’s idea of “Language is a virus”. I sometimes do wonder what makes us modern humans, especially those working with computing technology, so fundamentalist and brand-loyal to these often flawed platforms we happen to use? Is it really that we believe there’s no better way? Are we really always only pressed for time? Are we mostly content with Good Enough? Are we just doing what everyone else seems to be doing? Is it status anxiety, a feeling we have to use X to make a living? Are we afraid of unlearning? Is it that learning tech/coding is (still) too hard, too much of an effort, which can only be justified a few times per lifetime? For people who have been in the game long enough and maybe made a name for themselves in their community, is it pride, sentimentality or fear of becoming a complete beginner again? Is it maybe a sign that the way we teach computing and focus on concrete tools too early in order to obtain quick, unrealistically complex results, rather than fundamental (“boring”) knowledge, which is somewhat flawed? Is it our addiction to largely focus on things we can document/celebrate every minor learning step as an achievement in public? This is no stab at educators — much of this systemic behavior is driven by the sheer explosion of (too often similar) choices, demands made by students and policy makers. But I do think we should ask ourselves these questions more often."

[author's tweet: https://twitter.com/toxi/status/676578816572067840 ]
coding  via:tealtan  2015  abstraction  demoscene  education  creativecoding  math  mathematics  howwelearn  typography  design  dennocoil  alanperlis  johnmaeda  criticalthinking  analyticalthinking  basic  programming  assembly  hexcode  georgedyson  computing  computers  atari  amiga  commodore  sinclair  identity  opensource  insularity  simplicity  ease  language  languages  community  communities  processing  flexibility  unschooling  deschooling  pedagogy  teaching  howweteach  understanding  bottomup  topdown  karstenschmidt 
december 2015 by robertogreco
Forget Story Mode, where's Minecraft Advanced Editor Mode?
"Rather than turning Minecraft into a guided Choose Your Own Adventure, when will they flesh out the rollback features for people who like to build their own Minecraft adventures?

Your opinion of Minecraft Story Mode is probably determined by how you use Minecraft. If you see it primarily as an open world survival game then you might be happy to go on further adventures with someone holding your hand. But if you view Minecraft more as a platform for building and sharing worlds, like my family does, then you'd perhaps prefer the developers worked to grant you more freedom rather than less.

One of Minecraft's major shortcomings as a creation platform is the lack of a simple rollback/reset feature. For example, my son uses Creative mode to build exotic worlds with puzzles and traps for others to play. He can use the console to switch the world to Adventure mode, which limits what kind of damage players can do, but there's no simple way to rollback the world for the next player without manually resetting the traps.

The idea isn't just for players to respawn in the same spot, or to wipe everything clean as if you'd deleted the world and generated it from a seed. The idea is to create and manage save points in order to undo recent changes and put everything back where it was before the current player entered the world.

Thinking of it like reverting to the previous version of a document rather than manually undoing all your recent changes. Even a simple way to duplicate worlds from the server console would be helpful, so you could play the copies and keep the original intact.

There are workarounds for this problem, but they can be a little clunky. Firstly you can manually move worlds in and out of the save folder on the server, but this is rather cumbersome. Secondly you can use the rollback/restore features built into some Minecraft hosting services, but they're more designed for disaster recovery than creating and managing save points.

Another solution is to switch from the standard Minecraft server to a custom Minecraft server like Bukkit which is designed with modding in mind. Running Bukkit you can install a plugin like CoreProtect to rollback a world, but straying beyond a vanilla Minecraft server can present a steep learning curve and it would be great if they could build at least a simple version of this into the standard Minecraft server.

Just to make life more complicated, my son tends to split his efforts between standard Minecraft and Minecraft Pocket Edition running on the iPad. To bring these together we're experimenting with running a PocketMine hosted server with plugins to support desktop Minecraft clients along with rollback features – hopefully creating a one-stop shop for building and sharing Minecraft worlds for desktops and handheld devices. Another option is Dragonet. It's likely to be a bumpy road, we'll see how it goes.

UPDATE: It looks like I picked a bad time to develop an interest in the PocketMine server because we're still waiting on stable versions to run with the latest update to the Minecraft Pocket Edition iOS app. Unlike the desktop Minecraft software, once you upgrade the iOS app there's no easy way to switch back to a previous version – which is incredibly frustrating when you're trying to connect to older servers. There are other Minecraft Pocket Edition server options around, but I can't vouch for any of them.

It's great to see that Minecraft is keen to help get kids interested in programming, but it would be even better if they could add a few more advanced editing features to make Minecraft more user-friendly for people who want to build their own worlds rather than just play along."
minecraft  edg  srg  programming  kids  children  coding  2015  adamturner 
november 2015 by robertogreco
Introducing Versioning Poems
[Wayback to original posting: https://web.archive.org/web/20170712063519/http://nicola.io:80/versioning-poems/2015 ]

"In London we have a fantasic group of people that discusses cutting edge ideas, the group is called the Palo Alto Supermarket test1. A recurrent topic has been Post-Internet art which we think it can be the next artistic expression trend.

["1 It abbreviates as PST, maybe it is worth looking for an interesting acronym, e.g. Policy, Society and Technology. Please ping me on twitter if you want to join in."]

In this post, I would like to introduce one way of writing Post-Internet poetry that mixes traditional poetry and coding poetry: Versioning Poems - I hope to inspire a new generation of poets, please update me @nicolagreco if you write some.

Versioning Poems

A versioning poem has two characteristics:

1. Versioning tool: The poem written in commit messages using a versioning tool

2. Commit diff: Each line has a commit diff that has code related to the message

In this way, one could clone a repository and just list the commit messages. The following is a poem of mine 9*19 Flowers poem.

Understanding requirement 1

As you can see each line shows up as a poem

$ git clone https://github.com/nicola/flowers-poem
$ git fetch origin poem
$ git checkout poem
$ git log --format="%C(yellow)%h%Creset %Cgreen%s%Creset%n%b"

ea814f4 POEM: 9*19 flowers
02d0dc0 Handcraft flowers from maths and lines,
aa14064 Choose the colors to make them shine,
ad4e12c Till the soil to plant the seeds.
700b967 .
7cea9e1 See me to make me glow
93c57f8 Touch me to give you more
e023bd0 Touch me you'll never stop
e146d2c Please touch me again.

Understanding requirement 2

The difference added by 93c57f8 Touch me to give you more relates to a piece of code that adds the function start_touching

93c57f8 Touch me to give you more
+ function start_touching(d, i) {
+ var flower = d3.select(this);
+ flower
+ .transition()
+ .delay(10)
+ .duration(1000)
+ .attr("d", handcraft_flower)
+ .style("stroke", "#ccc");
+ }

Conclusion

You can get very bizarre, the code does not need to work necessarely. In the case of my flowers, the final commit brings up a final working version of a visualization of the poem (See Figure 1).

I challenge your engineering skills and creativity to surprise me with a poem of yours.

- Nicola Greco,
Keep on rocking the decentralized web"

[code here: https://github.com/nicola/flowers-poem ]

[via: http://interconnected.org/home/2015/10/12/filtered ]

[See also: http://nicola.io/art/
http://nicola.io/flowers-poem/
http://old.virginialonso.com/2015/ ]
nicolagreco  art  poetry  poems  versioning  coding  codingpoetry  classideas  flowers  visualization 
october 2015 by robertogreco
Mooooooving — Animated GIFs by Guy Moorhouse
"Mooooooving is a side project featuring animated gifs I make using Processing and Flash.

My one rule is that the animations must start and end on a blank white frame — I kind of like the idea that they come out of nothing and return to nothing.

Anyway, hope you like them."

[via: http://interconnected.org/home/2015/10/05/filtered ]
tumblrs  motion  geometry  design  animation  guymoorhouse  gifs  processing  flash  coding 
october 2015 by robertogreco
Vidcode
"Learn to code by creating music videos, motion graphics, and fun video effects.

Vidcode teaches JavaScript through lessons built around creative video projects. Learn about if-else statements while making videos about robots shooting lasers, variables through making your own old-movie intro, and objects while manipulating pixels! The possibilities are endless.

Vidcode's drag and drop interface turns effects and JavaScript concepts into actual code when you drop them into the editor. The way the code changes the video is visible right away.

Vidcode also has an active community, where users share their videos, code, and ideas!

Users post videos to their portfolios, and can show off what they've made.


Organizations and schools use our software within their programs."

[via: Alexandra Diracles’s Eyeo 2015 Ignite! talk:
https://vimeo.com/136017297 ]
girls  coding  video  videoproduction  programming  classideas  education  vidcode 
august 2015 by robertogreco
FACETS
"An interdisciplinary creative coding, interactive art, and videogames un-conference.

FACETS is a conversational based creative un-conference with a focus on underrepresented voices and demographics in STEM and art."



"MISSION STATEMENT

FACETS grew out out of a need for a new type of conference and a new type of conversation. Art, interactive technology, new media and game design are making innovative, beautiful things and are using similar tools and having similar, ground breaking discoveries and conversations but not with each other. What can a game designer learn from the linear mathematics used from procedurally generated music? What can the new media academic teach the creative technologist? How does technology inform storytelling, and how will video game design change cinema? The aim of FACETS is to create a cross disciplinary conference that facilitates conversation, mentorship, innovation, and ideation across these disciplines. We all make amazing things, let's make them together.

Organized by Caroline Sinders and created by Caroline Sinders, Mohini Freya Dutta, Phoenix Perry, and Jane Friedhoff, FACETS started out of a frustration with a lack of places to discuss interactive art, media, and game design, particularly with talented and underrepresented demographics in STEM."
facets  events  nyc  brooklyn  2015  coding  art  videogames  unconferences  carolinesinders  janefriedhoff  phoenixperry  mohinidutta  rachelbinx  sarahjaffe  paoolopedercini  ingridburrington  joannemcneil 
april 2015 by robertogreco
The Humane Representation of Thought on Vimeo
"Closing keynote at the UIST and SPLASH conferences, October 2014.
Preface: http://worrydream.com/TheHumaneRepresentationOfThought/note.html

References to baby-steps towards some of the concepts mentioned:

Dynamic reality (physical responsiveness):
- The primary work here is Hiroshi Ishii's "Radical Atoms": http://tangible.media.mit.edu/project/inform/
- but also relevant are the "Soft Robotics" projects at Harvard: http://softroboticstoolkit.com
- and at Otherlab: http://youtube.com/watch?v=gyMowPAJwqo
- and some of the more avant-garde corners of material science and 3D printing

Dynamic conversations and presentations:
- Ken Perlin's "Chalktalk" changes daily; here's a recent demo: http://bit.ly/1x5eCOX

Context-sensitive reading material:
- http://worrydream.com/MagicInk/

"Explore-the-model" reading material:
- http://worrydream.com/ExplorableExplanations/
- http://worrydream.com/LadderOfAbstraction/
- http://ncase.me/polygons/
- http://redblobgames.com/pathfinding/a-star/introduction.html
- http://earthprimer.com/

Evidence-backed models:
- http://worrydream.com/TenBrighterIdeas/

Direct-manipulation dynamic authoring:
- http://worrydream.com/StopDrawingDeadFish/
- http://worrydream.com/DrawingDynamicVisualizationsTalk/
- http://tobyschachman.com/Shadershop/

Modes of understanding:
- Jerome Bruner: http://amazon.com/dp/0674897013
- Howard Gardner: http://amazon.com/dp/0465024335
- Kieran Egan: http://amazon.com/dp/0226190390

Embodied thinking:
- Edwin Hutchins: http://amazon.com/dp/0262581469
- Andy Clark: http://amazon.com/dp/0262531569
- George Lakoff: http://amazon.com/dp/0465037712
- JJ Gibson: http://amazon.com/dp/0898599598
- among others: http://en.wikipedia.org/wiki/Embodied_cognition

I don't know what this is all about:
- http://worrydream.com/ABriefRantOnTheFutureOfInteractionDesign/
- http://worrydream.com/ABriefRantOnTheFutureOfInteractionDesign/responses.html

---

Abstract:

New representations of thought — written language, mathematical notation, information graphics, etc — have been responsible for some of the most significant leaps in the progress of civilization, by expanding humanity’s collectively-thinkable territory.

But at debilitating cost. These representations, having been invented for static media such as paper, tap into a small subset of human capabilities and neglect the rest. Knowledge work means sitting at a desk, interpreting and manipulating symbols. The human body is reduced to an eye staring at tiny rectangles and fingers on a pen or keyboard.

Like any severely unbalanced way of living, this is crippling to mind and body. But it is also enormously wasteful of the vast human potential. Human beings naturally have many powerful modes of thinking and understanding.

Most are incompatible with static media. In a culture that has contorted itself around the limitations of marks on paper, these modes are undeveloped, unrecognized, or scorned.

We are now seeing the start of a dynamic medium. To a large extent, people today are using this medium merely to emulate and extend static representations from the era of paper, and to further constrain the ways in which the human body can interact with external representations of thought.

But the dynamic medium offers the opportunity to deliberately invent a humane and empowering form of knowledge work. We can design dynamic representations which draw on the entire range of human capabilities — all senses, all forms of movement, all forms of understanding — instead of straining a few and atrophying the rest.

This talk suggests how each of the human activities in which thought is externalized (conversing, presenting, reading, writing, etc) can be redesigned around such representations.

---

Art by David Hellman.
Bret Victor -- http://worrydream.com "

[Some notes from Boris Anthony:

"Those of you who know my "book hack", Bret talks about exactly what motivates my explorations starting at 20:45 in https://vimeo.com/115154289 "
https://twitter.com/Bopuc/status/574339495274876928

"From a different angle, btwn 20:00-29:00 Bret explains how "IoT" is totally changing everything
https://vimeo.com/115154289
@timoreilly @moia"
https://twitter.com/Bopuc/status/574341875836043265 ]
bretvictor  towatch  interactiondesign  davidhellman  hiroshiishii  softrobotics  robots  robotics  kenperlin  jeromebruner  howardgardner  kieranegan  edwinhutchins  andyclark  jjgibson  embodiedcognition  cognition  writing  math  mathematics  infographic  visualization  communication  graphics  graphicdesign  design  representation  humans  understanding  howwelearn  howwethink  media  digital  dynamism  movement  conversation  presentation  reading  howweread  howwewrite  chalktalk  otherlab  3dprinting  3d  materials  physical  tangibility  depth  learning  canon  ui  informationdesign  infographics  maps  mapping  data  thinking  thoughts  numbers  algebra  arithmetic  notation  williamplayfair  cartography  gestures  placevalue  periodictable  michaelfaraday  jamesclerkmaxell  ideas  print  printing  leibniz  humanism  humanerepresentation  icons  visual  aural  kinesthetic  spatial  tactile  symbols  iot  internetofthings  programming  computers  screens  computation  computing  coding  modeling  exploration  via:robertogreco  reasoning  rhetoric  gerrysussman  environments  scale  virtualization 
march 2015 by robertogreco
Consider the Boolean - Learning - Source: An OpenNews project
"Ultimately though, I think the confusing thing about Boolean logic to most people is its strict precision in a world that is anything but. If I asked you “Are you interested in this essay or not?” and you answered “Yes,” that response is genuinely annoying, even though that is technically always the correct answer according to Boolean algebra. Ultimately, what things in this world are absolutely and precisely true? Not as many as we might think. This is a journalism tutorial and not a philosophical treatise, but the point still stands. As programmers, we often use Boolean values to represent conditional elements in our databases, but sometimes the ways we use them obscure and confuse the nuances of reality."
jacobharris  databases  design  news  boolean  booleanlogic  logic  code  coding  programming  journalism  data 
february 2015 by robertogreco
The All-Women Hacker Collective Making Art About the Post-Snowden Age | Motherboard
““There is something about the internet that isn’t working anymore,” is the line that opens filmmaker Jonathan Minard’s short documentary on Deep Lab—a group of women hackers, artists, and theorists who gathered at Carnegie Mellon University in December to answer the question of what, exactly, that disquieting “something” is. The film premieres on Motherboard today.

What Deep Lab represents is just as hard to pin down as the “something” invoked in the opening minutes of Minard’s short film. Is it a book, a lecture series, or Minard’s documentary—all of which were put together in under a month? Is it an ethos? Is it feminist? Is Deep Lab a charrette, a dugnad, or a “congress,” as its participants called it?

It’s hard to say what Deep Lab is in part because of its scattershot nature, both in terms of its products and its focus. The Deep Lab book—available for free online—is a 242-page collection of essays, fragments, and reflections on everything from encryption to cyberfeminism penned by a dozen different authors with divergent interests.
Deep Lab’s interdisciplinary approach is perhaps necessary to parse the complicated realities of the post-Snowden age. Since Snowden’s revelations regarding the scope of the US government’s online surveillance program broke in 2013, it seems as though the internet has taken on a new, dark, and confusing identity.

Larger-than-life interests in the form of corporate and governmental surveillance are now at play in our daily interactions on the internet, and interpreting those outsized realities so we can understand them is no small challenge.

“As an artist, I want to reinterpret culture in a way that society can parse.” said Addie Wagenknecht, the multimedia artist who organized Deep Lab during her ongoing fellowship at the STUDIO for Creative Inquiry at Carnegie Mellon. “You take these big events and try to encapsulate them in a way that you can present them concisely and quickly so that it’s defined for people who experience that piece or exhibition.”

A chapter in the book compiled by data artist Ingrid Burrington is comprised of 20 pages listing objects pulled from the Pentagon’s 1033 program—which has supplied military hardware to local police for decades—in plain black text. After four solid pages of “5.56 MILLIMETRE RIFLE,” it becomes clear that Deep Lab is not only artistically compelling and tantalizingly oblique in how it approaches issues of life and death, but deadly serious.

According to Wagenknecht, Deep Lab is also a medium for women to do more than just participate in digital culture—the tech world has been notoriously resistant to opening its ranks to women—but to interpret and define it, and to share and create tools and techniques for survival within it.

“Maybe for women, we’re more aware of protecting ourselves online because it’s always been a social problem,” Wagenknecht told me. “Think of contacting friends before you leave a party late at night so people can make sure you got home safe—men maybe don’t think about that and women always do. And it’s those same roles on the web. How do you protect yourself from a hack or doxing? The power shifts to the person with more knowledge.”

Deep Lab member Harlo Holmes, who works as the head of metadata for the Guardian Project, designed a system for victims of cyber bullying on Twitter to easily and painlessly map the digital connections between harassers called Foxy Doxxing.

There were also men present at Deep Lab, including Minard, though they weren’t collaborators per se. Multimedia artist Golan Levin is the director of STUDIO, where Deep Lab congregated. Playing host to Deep Lab, Levin—along with Wagenknecht, who was the group’s chief mastermind and organizer—was part of Deep Lab’s development from the very beginning.

“I’m enormously proud,” Levin said. “You’re looking at a book, a documentary, and a lecture series that was put together by a dozen people in a month. I think they’re side-effects of what Deep Lab actually was.”

So, to return to the question that started this article—what is Deep Lab?—Levin provided his own answer: “It’s punk.”

But even more than punk—more than a book, a documentary, a gathering, or a lecture series—Deep Lab is a beginning, according to Allison Burtch, a resident at the Brooklyn-based Eyebeam Art and Technology Center and Deep Lab member.

I don’t think Deep Lab has ended; it was the beginning of a camaraderie,” Burtch said. “Yeah, we did this thing and did some talks, but it’s not ending. This is the beginning of different affiliations with people. It was awesome. “

According to Wagenknecht, a Deep Lab lecture series is planned for later in 2015, and will take place at venues in New York City. Until then, we have a book, several lectures, and a documentary to contemplate what Deep Lab is, and what it all means.​"
2015  deeplab  art  digitalart  infrastructure  2014  ingridburrington  jenlowe  technology  data  jonathanminard  jordanpearson  cyberfeminism  enryption  interdisciplinary  coding  code  programming  surveillance  golanlevin  harloholmes  allisonburtch  hackercollectives  collectives  culture  addiewagenknecht  punk  documentary  poer  subversion  deepweb  freedom  privacy  security  socialmedia  facebook  google  socialnorms  safety 
january 2015 by robertogreco
sferik/active_emoji · GitHub
"A collection of emoji aliases for core Ruby methods. Makes Ruby code easier to read and write, especially for children and people who don't know English.

This project is named with the goal of eventually being merged into Ruby on Rails. Stranger things have happened."
emojo  coding  ruby  rubyonrails  programming  children  kids 
january 2015 by robertogreco
New Minecraft Modding Software Revolutionizes the Way We Teach Kids Coding
"San Diego, Calif., December 17, 2004 -- A new e-learning software, developed by San Diego education start-up ThoughtSTEM, teaches K-12 students how to code by allowing them to write mods (“modifications”) to the popular video game, Minecraft. The software, called LearnToMod, was recently tested by over 1,000 Beta users and 100 teachers, and the final release of LearnToMod is slated for Jan. 15, 2015. ThoughtSTEM was co-founded by computer science Ph.D. students Stephen Foster and Sarah Esper.

LearnToMod, a software that allows users to learn programming inside of the popular computer game Minecraft, is now available to preorder for $30/year athttp://www.learntomod.com. The software will be delivered Jan. 15.

LearnToMod seeks to inspire a new generation of young programmers by allowing students to explore their favorite video game, Minecraft, in a new way. The software allows students to learn the fundamental concepts of programming while they add new features (called “mods”) to Minecraft.

“Students have been coming into our classrooms for years raving about Minecraft. It dawned on us that the video game could be the perfect tool for teaching kids how to code,” said Foster, ThoughtSTEM CEO and lead software developer.

ThoughtSTEM has been teaching kids across the greater San Diego area how to code for the last two years. More recently, ThoughtSTEM has put their energy into developing LearnToMod, a software for teaching kids how to mod (i.e. code) Minecraft.

With LearnToMod, students learn how to code through hundreds of video tutorials and puzzles that teach them everything from how to create houses at the click of a button to how to design games within the game, like Portal or Tetris. Students can even create custom blocks and items within Minecraft by importing new textures. Soon, the software will allow students to program the artificial intelligence of entire “bot” armies.

“Kids all over the world love Minecraft. Unlike most other video games, Minecraft is completely moddable, which gives it the potential to be a great educational tool. Now, LearnToMod is teaching kids around the world to code through Minecraft,” said Esper, CTO of ThoughtSTEM. “In the past two months, over 100,000 lines of code have been written by LearnToMod Beta users. We’ve never seen kids so motivated to learn coding.”

For the last three months, over 1,000 kids from 44 countries have been Beta testing the LearnToMod software. LearnToMod is also being tested by over 100 school teachers in classrooms across the United States. “We’re developing tools to make the software really easy for teachers to use. We want to empower teachers to be able to create classroom activities and custom lesson plans inside of Minecraft,” said Foster. ThoughtSTEM is currently offering the software for free to low-income schools, encouraging them to teach coding in the classroom.

The LearnToMod software implements the best practices learned by the Computer Science Education research community in its coding tutorials and puzzles. LearnToMod developers, Foster and Esper, are PhDs specializing in Computer Science Education, with over 15 years of experience developing curriculum and writing software and games for teaching coding. The software aims to make the act of learning how to code as active and engaging as possible.

More information about LearnToMod can be found at: http://www.learntomod.com."

[via: https://twitter.com/andrewheumann/status/550736413751132162 ]
minecraft  kids  children  coding  modding  javascript  education  learning  2014  sandiego  software 
january 2015 by robertogreco
Radical Computer Science — )
"It was such an honor and pleasure exploring the limits of computation with you all this semester. You are all brilliant, talented, and brave people. Together, we all asked and answered questions that most computer science and art programs avoid for a variety of reasons. That was only possible because of your consistent hard work and presence, and I thank you for that.

Endings are just beginnings. As Zan said on our last day together, we’re still in the cave painting era of programming languages. What little actual magic is inside these tools has been revealed to you, and you’ve wielded it well. All that’s left is to think about people, thought, society, politics, and how all those manifest themselves as code, and how code steers them in return. The important questions are human questions, not technical ones.

This blog will live until tumblr shuts down or the current internet stops resolving URLs, whichever comes first. Until then, you have access to the videos, homework, and articles whenever you want. I will continue to post links to this blog as I come across relevant things in my practice, and may use it in the future for a rerun of the same class. This blog is yours forever. Use it.

My final bits of advice will be in the form of a list (lisp hackers amirite):

• You can learn to do anything in this field. I mean this literally. Between online resources, academic papers, and free tools, the only things impeding your ability to code is the amount of time you have available and your drive to keep learning. This is not true of e.g. brain surgery.

• Don’t ever stop asking questions. I also mean this literally. I cannot count the number of times that “accepted wisdom” or “best practices” or “just the way it’s done” has turned out to be horseshit. Question everything. Adopt what makes sense to you, reinvent everything else.

• Don’t ever let anyone tell you your questions are anything but crucially important. Those people are toxic. There are no bad questions, only toxic people.

• Value the process of learning programming as much as (or as more than) the knowledge itself. If you can take joy in the feeling of being bad at something then slowly getting better at it, you will be unstoppable.

• Being really superhumanly good at one particular tool is overrated. It’s great to have something you are fluent in, and it’s a decent goal to have, but certainly not the be-all-and-end-all of programming. See previous point.

• Have fun and be silly. I brought this up in class but it bears repeating. If you are working on something and its not fun, take that as a sign that you should try something else.

• Be kind to one another. The world is a shitty place, and the tech world in particular tends to be racist and sexist, but you can change that just by being yourselves, being kind, and being visible. Often, code speaks louder than words, and code that generates code (compilers!) can be super loud.

• Teach someone what you know. Pass on the torch of knowledge. Its one of the most important ways you can give back, and one of the most gratifying experiences you can have.

That’s all I got.
Change the world, you crazy kids.
R"
ramneynasser  advice  art  life  programming  teaching  learning  howweteach  howwelearn  compsci  computerscience  sfpc  kindness  sharing  coding  time  bestpractices  questioning  schoolforpoeticcomputation 
december 2014 by robertogreco
6, 35: Moonlight
"Things I wish someone had explained to me sooner…

• To people who don’t love you, your intentions don’t matter. If you hurt them accidentally, you’ve hurt them.

• Broadly, experts get that way because they care about what they do. Because they care about it, they want to tell you about what they know. It’s easy for them to leave out what they don’t know. And so, accidentally, they tend to make their fields sound more boring than they are. On either side of an expert–layperson relationship, remember to talk about the mysteries and frontiers.



• In any complicated situation, what people can tell you about why they came to their conclusions is virtually unrelated to the truth, effectiveness, or worthwhileness of those conclusions. We’re right for the wrong reasons, and vice versa, all the time.



• Argument from origins – etymology, philosophical genealogy, institutional history – takes special humility. It’s easy to make a point that’s only a complicated, smart-sounding version of “Hitler was a vegetarian, so vegetarianism is evil”.

• Programming is more like writing than like working an algebra problem.

• Your attention is the most valuable thing you can give. It’s what lets you do anything intentionally. Put some aside to spend where it might be badly needed. That’s usually not on anything that a million people are already attending to. It might be, but more often it will be something that most people around you, with perspectives like yours, are not thinking about."



"Earlier today, a moment in the presence of the systemic sublime while drinking Yirgacheffe coffee and watching Ethiopian kids singing while sorting coffee beans – Wote, Yirgacheffe. And watching Typhoon Hagupit/Ruby crawl up on the Philippines: this tweet, my word. Not only can I track the typhoon half-hourly in infrared, I have access to two separate instruments that can see it in visible wavelengths by moonlight: VIIRS and astronauts with DSLRs. Moonlight. A lot of my life is lived as part of this stringy confederation of nerds interested in perception over distance and mediated by algorithms, in the river rapids where culture flows around protuberant lumps of technology, in volition and encoding, in the connections, separations, and flavors of the network itself, in scale, in long chains of molecules and routes of IP packets and corten containers and coffee beans, and in the submerged cathedrals and unmapped data halls that they build. And I make fun of us, our rhizome or distributed pocket, with jokes about James C. Scott and so forth. But I feel the weight when I wonder whether the children who sorted the beans I’m drinking were singing. Moonlight."
charlieloyd  2014  systems  systemsthinking  systemicsublime  coffee  jamescscott  certainty  uncertainty  programming  coding  writing  attention  experts  mystery  frontiers  unknown  intentions  love 
december 2014 by robertogreco
Metafoundry 15: Scribbled Leatherjackets
[Update 23 Jan 2015: a new version of this is now at The Atlantic: http://www.theatlantic.com/technology/archive/2015/01/why-i-am-not-a-maker/384767/ ]

"HOMO FABBER: Every once in a while, I am asked what I ‘make’. When I attended the Brighton Maker Faire in September, a box for the answer was under my name on my ID badge. It was part of the XOXO Festival application for 2013; when I saw the question, I closed the browser tab, and only applied later (and eventually attended) because of the enthusiastic encouragement of friends. I’m always uncomfortable identifying myself as a maker. I'm uncomfortable with any culture that encourages you take on an entire identity, rather than to express a facet of your own identity (‘maker’, rather than ‘someone who makes things’). But I have much deeper concerns.

Walk through a museum. Look around a city. Almost all the artifacts that we value as a society were made by or at the the order of men. But behind every one is an invisible infrastructure of labour—primarily caregiving, in its various aspects—that is mostly performed by women. As a teenager, I read Ayn Rand on how any work that needed to be done day after day was meaningless, and that only creating new things was a worthwhile endeavour. My response to this was to stop making my bed every day, to the distress of my mother. (While I admit the possibility of a misinterpretation, as I haven’t read Rand’s writing since I was so young my mother oversaw my housekeeping, I have no plans to revisit it anytime soon.) The cultural primacy of making, especially in tech culture—that it is intrinsically superior to not-making, to repair, analysis, and especially caregiving—is informed by the gendered history of who made things, and in particular, who made things that were shared with the world, not merely for hearth and home.

Making is not a rebel movement, scrappy individuals going up against the system. While the shift might be from the corporate to the individual (supported, mind, by a different set of companies selling things), and from what Ursula Franklin describes as prescriptive technologies to ones that are more holistic, it mostly reinscribes familiar values, in slightly different form: that artifacts are important, and people are not.

In light of this history, it’s unsurprising that coding has been folded into ‘making’. Consider the instant gratification of seeing ‘hello, world’ on the screen; it’s nearly the easiest possible way to ‘make’ things, and certainly one where failure has a very low cost. Code is 'making' because we've figured out how to package it up into discrete units and sell it, and because it is widely perceived to be done by men. But you can also think about coding as eliciting a specific, desired set of behaviours from computing devices. It’s the Searle’s 'Chinese room' take on the deeper, richer, messier, less reproducible, immeasurably more difficult version of this that we do with people—change their cognition, abilities, and behaviours. We call the latter 'education', and it’s mostly done by underpaid, undervalued women.

When new products are made, we hear about exciting technological innovation, which are widely seen as worth paying (more) for. In contrast, policy and public discourse around caregiving—besides education, healthcare comes immediately to mind—are rarely about paying more to do better, and are instead mostly about figuring out ways to lower the cost. Consider the economics term ‘Baumol's cost disease’: it suggests that it is somehow pathological that the time and energy taken by a string quartet to prepare for a performance--and therefore the cost--has not fallen in the same way as goods, as if somehow people and what they do should get less valuable with time (to be fair, given the trajectory of wages in the US over the last few years in real terms, that seems to be exactly what is happening).

It's not, of course, that there's anything wrong with making (although it’s not all that clear that the world needs more stuff). It's that the alternative to making is usually not doing nothing—it's nearly always doing things for and with other people, from the barista to the Facebook community moderator to the social worker to the surgeon. Describing oneself as a maker—regardless of what one actually or mostly does—is a way of accruing to oneself the gendered, capitalist benefits of being a person who makes products.

I am not a maker. In a framing and value system that is about creating artifacts, specifically ones you can sell, I am a less valuable human. As an educator, the work I do is, at least superficially, the same year after year. That's because all of the actual change is at the interface between me, my students, and the learning experiences I design for them. People have happily informed me that I am a maker because I use phrases like 'design learning experiences', which is mistaking what I do for what I’m actually trying to elicit and support. The appropriate metaphor for education, as Ursula Franklin has pointed out, is a garden, not the production line.

My graduate work in materials engineering was all about analysing and characterizing biological tissues, mostly looking at disease states and interventions and how they altered the mechanical properties of bone, including addressing a public health question for my doctoral research. My current education research is mostly about understanding the experiences of undergraduate engineering students so we can do a better job of helping them learn. I think of my brilliant and skilled colleagues in the social sciences, like Nancy Baym at Microsoft Research, who does interview after interview followed by months of qualitative analysis to understand groups of people better. None of these activities are about ‘making’.

I educate. I analyse. I characterize. I critique. Almost everything I do these days is about communicating with others. To characterize what I do as 'making' is either to mistake the methods—the editorials, the workshops, the courses, even the materials science zine I made—for the purpose. Or, worse, to describe what I do as 'making' other people, diminishing their own agency and role in sensemaking, as if their learning is something I impose on them.

In a recent newsletter, Dan Hon wrote, "But even when there's this shift to Makers (and with all due deference to Getting Excited and Making Things), even when "making things" includes intangibles now like shipped-code, there's still this stigma that feels like it attaches to those-who-don't-make. Well, bullshit. I make stuff." I understand this response, but I'm not going to call myself a maker. Instead, I call bullshit on the stigma, and the culture and values behind it that reward making above everything else. Instead of calling myself a maker, I'm proud to stand with the caregivers, the educators, those that analyse and characterize and critique, everyone who fixes things and all the other people who do valuable work with and for others, that doesn't result in something you can put in a box and sell."

[My response on Twitter:

Storified version: https://storify.com/rogre/on-the-invisible-infrastructure-of-often-intangibl

and as a backup to that (but that doesn't fit the container of what Pinboard will show you)…

“Great way to start my day: @debcha on invisible infrastructure of (often intangible) labor, *not* making, & teaching.”
https://twitter.com/rogre/status/536601349756956672

“[pause to let you read and to give you a chance to sign up for @debcha’s Metafoundry newsletter http://tinyletter.com/metafoundry ]”
https://twitter.com/rogre/status/536601733791633408

““behind every…[maker] is an invisible infrastructure of labour—primarily caregiving, in…various aspects—…mostly performed by women” —@debcha”
https://twitter.com/rogre/status/536602125107605505

“See also Maciej Cegłowski on Thoreau. https://static.pinboard.in/xoxo_talk_thoreau.htm https://www.youtube.com/watch?v=eky5uKILXtM”
https://twitter.com/rogre/status/536602602431995904

““Thoreau had all these people, mostly women, who silently enabled the life he thought he was heroically living for himself.” —M. Cegłowski”
https://twitter.com/rogre/status/536602794786963458

“And this reminder from @anotherny [Frank Chimero] that we should acknowledge and provide that support: “Make donuts too.”” http://frankchimero.com/blog/the-inferno-of-independence/
https://twitter.com/rogre/status/536603172244967424

“small collection of readings (best bottom up) on emotional labor, almost always underpaid, mostly performed by women https://pinboard.in/u:robertogreco/t:emotionallabor”
https://twitter.com/rogre/status/536603895087128576

““The appropriate metaphor for education, as Ursula Franklin has pointed out, is a garden, not the production line.” —@debcha”
https://twitter.com/rogre/status/536604452065513472

““to describe what I do as 'making' other people, diminish[es] their own agency & role in sensemaking” —@debcha”
https://twitter.com/rogre/status/536604828705648640

“That @debcha line gets at why Taylor Mali’s every-popular “What Teachers Make” has never sat well with me. https://www.youtube.com/watch?v=RxsOVK4syxU”
https://twitter.com/rogre/status/536605134185177088

““I call bullshit on the stigma, and the culture and values behind it that reward making above everything else.” —@debcha”
https://twitter.com/rogre/status/536605502805798912

“This all brings me back to Margaret Edson’s 2008 Commencement Address at Smith College. http://www.smith.edu/events/commencement_speech2008.php + https://vimeo.com/1085942”
https://twitter.com/rogre/status/536606045200588803

“Edson’s talk is about classroom teaching. I am forever grateful to @CaseyG for pointing me there (two years ago on Tuesday).”
https://twitter.com/rogre/status/536606488144248833

““Bringing nothing, producing nothing, expecting nothing, withholding … [more]
debchachra  2014  making  makers  makermovement  teaching  howweteach  emotionallabor  labor  danhon  scubadiving  support  ursulafranklin  coding  behavior  gender  cv  margaretedson  caseygollan  care  caretaking  smithcollege  sensemaking  agency  learning  howwelearn  notmaking  unproduct  frankchimero  maciejceglowski  metafoundry  independence  interdependence  canon  teachers  stigma  gratitude  thorough  infrastructure  individualism  invisibility  critique  criticism  fixing  mending  analysis  service  intangibles  caregiving  homemaking  maciejcegłowski 
november 2014 by robertogreco
The Hypercard Legacy — Medium
"This type of plain-language programming makes sense, particularly in an application that was designed specifically for non-programmers. I have been teaching programming to designers and artists for nearly a decade, and I find the largest concern for learners to be not with the conceptual hurdles involved in writing a program, but with obscure and confusing syntax requirements. I would love to be able to teach HyperTalk to my students, as a smooth on-road to more complex languages like JavaScript, Java or C++.

HyperTalk wasn’t just easy, it was also fairly powerful. Complex object structures could be built to handle complicated tasks, and the base language could be expanded by a variety of available externdal commands and functions (XCMDs and XFCNs, respectively), which were precursors to the modern plug-in.

This combination of ease of use and power resonated with the HyperCard user base, who developed and shared thousands of unique stacks (all in a time before the web). A visit to a BBS in the late 80s and early 90s could give a modem-owner access to thousands of unique, often home-made tools and applications. Stacks were made to record basketball statistics, to teach music theory, and to build complex databases. The revolutionary non-linear game Myst first appeared as a HyperCard stack, and the Beatles even got into the scene, with an official stack for A Hard Days Night."



"In new media, practitioners are often identified with the specific tools that they use. I started out as a ‘Flash guy’ and over the last few years have been connected more and more with the open source software project Processing. Though I originally came to Processing to escape the Flash Player’s then sluggish performance, I value the platform as much for its ease of use and its teachability as I do for its ability to quickly add floating point numbers. Lately, I’ve been asked the same question, over and over again:

‘Why don’t you move to OpenFrameworks? It’s much faster!’

It is true that projects built in OF run faster than those built in Processing. This question, though, seems to be missing a key point: faster does not always equal better. Does every pianist want to play the pipe organ because it has more keys? Is a car better than a bicycle?

In my case, choosing a platform to work with involves as much consideration to simplicity as it does to complexity. I am an educator, and when I work on a project I am always thinking about how the things that are learned in the process can be packaged and shared with my students and with the public.

Which brings us to the broader concept of accessibility. HyperCard effectively disappeared a decade a go, making way for supposedly bigger and better things. But in my mind, the end of HyperCard left a huge gap that desperately needs to be filled – a space for an easy to use, intuitive tool that will once again let average computer users make their own tools. Such a project would have huge benefits for all of us, wether we are artists, educators, entrepreneurs, or enthusiasts."



"I could imagine a new version of HyperCard being built from the ground up around its core functional properties: HyperTalk, easy to use UI elements, and a framework for extensions. It’s the kind of open source project that could happen, but with so much investment already existing in other initiatives such as Processing and OpenFrameworks, it might not be the best use of resources. So, let’s forget for now about a resurrection. Instead of thinking bigger, let’s think smaller.

HyperCard for the iPhone?
It might not be as crazy as you think. Imagine having a single, meta app that could be used to make smaller ones. This ‘App-Builder App’, like HyperCard, could combine easy to use, draggable user interface elements with an intuitive, plain language scripting language. As a quick visit to the App Store will show you, many or most of the apps available today could be built without complex coding. You don’t need Objective C to make a stock ticker, or a unit converter, or a fart machine. These home-made apps could be shared and adapted, cross-bred and mutated to create generation after generation of useful (and not so useful programs).

By putting the tools of creation into the hands of the broader userbase, we would allow for the creation of ultra-specific personalized apps that, aside from a few exceptions, don’t exist today. We’d also get access to a vastly larger creative pool. There are undoubtedly many excellent and innovative ideas out there, in the heads of people who don’t (yet) have the programming skills to realize them. The next Myst is waiting to be built, along with countless other novel tools and applications.

With the developer restrictions and extreme proprietism of the iPhone App Store, it’s hard to remember the Apple of the 80s. Steve Jobs, Bill Atkinson and their team had a vision to not only bring computers to the people, but also to bring computer programming to the public – to make makers out of the masses. At Apple, this philosophy, along with HyperCard seems to have mostly been lost. In the open source community, though, this ideal is alive and well – it may be that by reviving some ideas from the past we might be able to create a HyperCard for the future."
jerthorp  2009  2014  hypercard  apple  history  programming  toolmaking  billatkinson  myst  accessibility  tilestack  hypertalk  coding 
november 2014 by robertogreco
Ruxpin. / Airbag Intl.
"So now we live in a world where children, unable to read, are able to create robust content for the web. And people a bit older than 5 are able to interact--edit/add files--with web servers using nothing more than a tablet. If you are in the business of making websites, you need to pay attention to these developments because they are going to very likely going to have an impact on your career path.

People, we are living in science fiction times right now. Next year, it will all start to feel like a family sitcom."
gregstory  content  contentcreation  webdesign  webdev  programming  coding  communication  websites  2014  children  scratch  scratchjr  ipad 
october 2014 by robertogreco
▶ No Neutral Ground in a Burning World [30c3] - YouTube
"The news of the past few years is one small ripple in what is a great wave of culture and history, a generational clash of civilizations. If you want to understand why governments are acting and reacting the way they are, and as importantly, how to shift their course, you need to understand what they're reacting to, how they see and fail to see the world, and how power, money, and idea of rule of law actually interact.

Our relationships with work and property and with the notion of national identity are changing rapidly. We're becoming more polarized in our political opinions, and even in what we consider to be existential threats. This terrain determines our world, even as we deal with our more individual relationships with authority, the ethics imposed by our positions in the world, and the psychological impact of learning that our paranoia was real. The idea of the Internet and the politics it brings with it have changed the world, but that change is neither unopposed nor detatched from larger currents. From the battles over global surveillance and the culture of government secrecy to the Arab Spring and the winter of its discontent, these things are part of this moment's tapestry and they tell us about the futures we can choose. The world is on fire, and there is nowhere to hide and no way to stay neutral.

Speaker: Quinn Norton Eleanor Saitta"

[Slides: http://dymaxion.org/talks/NoNeutralGroundInABurningWorld.pdf ]

[Reading list: https://gist.github.com/dphiffer/9a583e4a4da169eee436

Seeing Like a State by James C. Scott
Moral Mazes by Robert Jackall
The Authoritarians by Bob Altemeyer
Debt, The First 5000 Years by David Graeber
Fellow Prisoners by John Berger
Secrecy, Film (2008)
]
via:caseygollan  2013  quinnnorton  eleanorsaitta  capitalism  marxism  anarchism  anarchy  endtimes  geekculture  politics  ethics  communication  hackerculture  internet  web  online  coding  civilization  history  culture  technology  outsiders  seeinglikea  state  jamescscott  legibility  architecture  brasilia  surveillance  authority  power  money  ruleoflaw  control  positionalethics  brasília 
october 2014 by robertogreco
Minority languages: Cookies, caches and cows | The Economist
"OUSMANE sweats under a tin roof as he thumbs through a Chinese smartphone that he is selling at the technology market in Bamako, Mali. Words in French, Mali’s official language, scroll down the screen. “A ka nyi?” (Is it good?) a customer asks him in Bambara, Mali’s most widely used tongue.

Mozilla, the foundation behind Firefox, an open-source web browser, wants Ousmane’s customers to have the option of a device that speaks their language. Smartphones with its operating system (OS) are already on sale in 24 countries, including Bangladesh, India and Mexico, for as little as $33. Other countries will be added as it makes more deals with handset manufacturers. And Bambara is one of dozens of languages into which volunteer “localisers” are translating the OS.

Mozilla has 230 localisation teams, says Jeff Beatty, who co-ordinates some from his office in Utah. Their work takes both time and ingenuity. Firefox for a computer uses about 40,000 words; for the phone OS, 16,000. Translators must express technological terms in languages shaped by livestock, farming and fishing, and choose alternatives for culture-specific words such as “cookie”, “file” and “mouse”.

Ibrahima Sarr, a Senegalese coder, led the translation of Firefox into Fulah, which is spoken by 20m people from Senegal to Nigeria. “Crash” became hookii (a cow falling over but not dying); “timeout” became a honaama (your fish has got away). “Aspect ratio” became jeendondiral, a rebuke from elders when a fishing net is wrongly woven. In Malawi’s Chichewa language, which has 10m speakers, “cached pages” became mfutso wa tsamba, or bits of leftover food. The windowless houses of the 440,000 speakers of Zapotec, a family of indigenous languages in Mexico, meant that computer “windows” became “eyes”.

The world speaks nearly 7,000 languages. Mali, with a population of 15m, has 13 national languages and 40-60 smaller ones, depending on where the border between language and dialect is drawn. Firefox is available in 90 languages, which serve almost all of the 40% of the global population already online. Apple’s most recent computer OS offers 33 languages out of the box, and the new iPhone, 35. Google offers 150, including dialects (and some spurious ones such as “Pirate”). But some languages spoken by millions are excluded, including Tibetan (3m-4m speakers) and Bambara (10m, including those for whom it is a second tongue). Bringing the rest of the world online is not just a technical challenge, but a linguistic one.

As a non-profit, Mozilla can put effort into languages that offer no prospect of a quick return. Songhai and Fulah, recently made available in Firefox, are spoken mainly by poor, illiterate herders and farmers in the Sahel, who do not have smartphones. But when such people eventually get online, they will benefit more if they can do so in their own tongues.

As more languages are added, the Firefox OS will create a sort of global Rosetta stone. It uses all parts of speech, and older, colourful words are pressed into service. Mozilla has created a statistical tool for linguistic analyses. And though 40,000 words is not a whole vocabulary, it is a significant part. As well as bringing the linguistically excluded online, localisation may keep small languages alive."
language  localization  mozilla  code  coding  2014  firefox  senegal  fulah  africa  nigeria  technology  metaphor 
september 2014 by robertogreco
Sonic Pi
"Audible Computing.

A free sound synthesiser for live coding designed to support computing and music lessons within schools.

Use code to compose and perform in classical and contemporary styles ranging from Canons to Dubstep."
music  code  coding  sound  audio  raspberrypi  mac  osx  synthesizer  edg  classideas  learning  education  teaching  children  programming 
september 2014 by robertogreco
Randall Munroe Of xkcd Answers Our (Not So Absurd) Questions | FiveThirtyEight
"WH: In “What If?” you often rely on estimation techniques to develop reasonable answers to pretty complex questions. For example, in the Supernova neutrino radiation question, you reconciled two things that happen at extremely different orders of magnitude. Of the estimation techniques you use, which do you think is the most applicable for people to apply to their daily life? What’s a technical takeaway you’d like to see people use more?

RM: One thing that bothers me is large numbers presented without context. We’re always seeing things like, “This canal project will require 1.15 million tons of concrete.” It’s presented as if it should mean something to us, as if numbers are inherently informative. So we feel like if we don’t understand it, it’s our fault.

But I have only a vague idea of what one ton of concrete looks like. I have no idea what to think of a million tons. Is that a lot? It’s clearly supposed to sound like a lot, because it has the word “million” in it. But on the other hand, “The Adventures of Pluto Nash” made $7 million at the box office, and it was one of the biggest flops in movie history.

It can be more useful to look for context. Is concrete a surprisingly large share of the project’s budget? Is the project going to consume more concrete than the rest of the state combined? Will this project use up a large share of the world’s concrete? Or is this just easy, space-filling trivia? A good rule of thumb might be, “If I added a zero to this number, would the sentence containing it mean something different to me?” If the answer is “no,” maybe the number has no business being in the sentence in the first place.

One thing that’s been really helpful for me is to memorize random quantities to serve as reference points. I remember that Wyoming is the smallest state and has a bit over half a million people, and that New York’s metro area has about 20 million. Boston’s has 5 million, and Tokyo’s has 35 million. “One in 100 Americans” is 3 million people, and “1 in 100 people” is 70 million. Once I have those reference points, when I hear “10 million people have lost power in the storm,” I at least have something to compare it to.

But I’m also wary of people saying “everyone should know” some skill from their area of expertise, because people have their own stuff to deal with. It’s easy for me to imagine an abstract person and then say, “Wouldn’t it be better if that person knew how to program?” And maybe it would. But real people are complicated and busy, and don’t need me thinking of them as featureless objects and assigning them homework. Not everyone needs to know calculus, Python or how opinion polling works. Maybe more of them should, but it feels a little condescending to assume I know who those people are. I just do my best to make the stuff I’m talking about interesting; the rest is up to them."

[via: https://twitter.com/doingitwrong/status/508015133147561984 ]
randallmunroe  via:timmaly  xkcd  scale  numbers  comparison  data  magnitude  communication  people  humans  coding 
september 2014 by robertogreco
csscomb/csscomb.js · GitHub
"CSScomb is a coding style formatter for CSS. You can easily write your own configuration to make your style sheets beautiful and consistent.

The main feature is sorting properties in a specific order. It was inspired by @miripiruni's PHP-based tool of the same name. This is the new JavaScript version, based on the powerful CSS parser Gonzales PE."

[See also Max's settings: https://gist.github.com/maxfenton/12678275731649dfa561 ]
css  coding  customization  tools  webdev  via:tealtan  maxfenton  webdesign 
september 2014 by robertogreco
This is Our Moment - YouTube
[See also: http://www.inventtolearn.com/moment/

"Abstract - In this plenary address, the speaker will share three societal trends that validate and vindicate decades of leadership by the constructionism community. The growing acceptance of learning-by-making represented by the maker movement, a newfound advocacy for children learning computer programming, and even the global education crisis, real or imagined, are evidence of predictions and efforts made by constructionists being realized. This conference offers a brief opportunity for celebration before returning to the “hard fun” required to harness the momentum of these trends and improve the learning ecology." ]
constructionism  math  mathematics  education  programming  making  2014  garystager  howweteach  cv  tcsmnmy  teachablemoments  turtleart  art  children  schools  learning  learningbydoing  projectbasedlearning  pedagogy  schoolreform  seymourpapert  policy  politics  via:audreywatters  makermovement  makerfaires  coding  pbl 
august 2014 by robertogreco
gSchool — Galvanize
"Learn from the best and launch a new path through gSchool's immersive developer training programs, or gain an edge with a gSchool workshop."



"We turn smart, driven beginners into marketable, contributing members of development teams over the course of our 24-week long developer training programs. Our full stack curriculum includes Ruby on Rails, Sinatra, Javascript, CSS3, HTML5, Responsive Design, Database, APIs, Version Control, and Test Driven Development - but our main focus is Rails."

[via: https://vimeo.com/103559084 ]
colorado  sanfrancisco  coding  education  gschool  ruby  rubyonrails  javascript  css3  html5  responsivedesign  development  programming  responsivewebdesign 
august 2014 by robertogreco
Jennifer Eliuk - Apprenticeships - I implore you! - Burlington Ruby Conference 2014 on Vimeo
"The increase in web development vocational programs means a steady supply of junior developers, but are we prepared to help them become productive members of our teams?

These programs were created in response to the need for more developers, but I fear without apprenticeships to bridge the gap, we’re simply moving the bottleneck upstream.

In the absence of an established, structured program, I’ve had to figure out what it means to be a software apprentice and ensure I’m building skills and learning best practices daily. Conversely, the senior developers have had to think about how to integrate apprentices and provide purposeful learning opportunities.

In this talk, I’ll share my experience coming from a vocational web development school and the apprenticeship program we’re developing at Democracy Works, Inc."
apprenticeships  education  learning  jennifereliuk  employment  mentorship  coding  ruby  teambuilding  teams  via:nicolefenton  2014  teaching  howwelearn  howweteach  programming  mentorships  intangibles  fulfillment 
august 2014 by robertogreco
Learn to code while playing Minecraft | University of California
"A team of computer scientists at the University of California, San Diego, has developed a software package that allows users to learn how to program while playing the popular video game Minecraft."

[See also: http://www.wired.com/2014/08/learntomod/ ]
srg  edg  minecraft  coding  2014  learntomod  mods  programming  learning  children  education 
august 2014 by robertogreco
ScratchJr on the App Store on iTunes
"With ScratchJr, young children (ages 5-7) learn important new skills as they program their own interactive stories and games.

By snapping together graphical programming blocks, children can make characters move, jump, dance, and sing. In the process, children learn to solve problems, design projects, and express themselves creatively on the computer. They also use math and language in a meaningful and motivating context, supporting the development of early-childhood numeracy and literacy. With ScratchJr, children don’t just learn to code, they code to learn.

ScratchJr was inspired by the popular Scratch programming language (http://scratch.mit.edu), used by millions of people (ages 8 and up) around the world. The ScratchJr interface and programming language were redesigned to make them appropriate for younger children’s cognitive, personal, social, and emotional development.

ScratchJr is a collaboration between the Lifelong Kindergarten research group at the MIT Media Lab, the Developmental Technologies research group at Tufts University, and the Playful Invention Company. The ScratchJr project has received generous financial support from the National Science Foundation (NSF DRL-1118664), Code-to-Learn Foundation, LEGO Foundation, and British Telecommunications.

If you enjoy using this free app, please consider making a donation to the Code-to-Learn Foundation (www.codetolearn.org), a nonprofit organization that provides ongoing support for ScratchJr. We appreciate donations of all sizes, large and small."

[See also: http://www.scratchjr.org/
http://newsoffice.mit.edu/2014/scratchjr-coding-kindergarten ]
children  programming  scratch  scratchjr  2014  ios  ios7  application  ipad  coding  computationalthinking  thinking  computing 
july 2014 by robertogreco
Learn JavaScript & jQuery - a book about interactive front-end web development
"This is not your average programming book.
We understand that all kinds of people build websites these days (and that they don’t all have a degree in computer science).

So, if you want to use JavaScript to make your web pages more interactive, interesting, and usable, we can help. Even if you have never done any programming."
books  javascript  coding  webdev  jquery  howto  programming  via:maxfenton  webdesign 
july 2014 by robertogreco
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