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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
ScratchX
"Play with Experimental Extensions to Scratch!

With Experimental Extensions, you can create Scratch projects that connect with external hardware (such as electronic devices and robotics) and online resources (including web data and web services)."

[See these:
- Arduino
- Text to Speech
- ISS Tracker
- Sound Synthesizer
- Twitter
- Weather ]
scratch  arduino  twitter  sound  texttospeech  weather  iss 
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
TurtleStitch
"Turtlestitch

is based on a browser-based educational programming language (Snap!) to generate patterns for embroidery machines. It is easy to use, requiring no prior knowledge in programming, yet powerful in creating nowels patterns for embroidery. It is useful for designers to experiment with generative aesthetics and precision embroidery as well as tool for innovative workshops combining an introduction to programing with haptic output.

Turtlestitch uses Snap!s "pen module" which it interprets as a needle and transforms its output into widely-used embroidery file formats.

About Snap!

Snap! is a visual, drag-and-drop programming language that allows students to create interactive stories, animations, games, and more, while learning about mathematical and computational ideas. Snap! was inspired by Scratch, but also targets both novice and more advanced students by including and expanding Scratch's features.

Snap! is developed by the University of California, Berkeley with the support from the National Science Foundation, MioSoft, and the CommunicationDesign Group at SAP Labs.

The design of Snap! is influenced and inspired by Scratch, from Lifelong Kindergarten group at the MIT Media Lab. For more information see
http://snap.berkeley.edu and http://scratch.mit.edu "
turtlestitch  snap!  embroidery  sewing  scratch 
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
Final Port-ject | Electronic Literature
[More on the course here: http://courses.digitaldavidson.net/dig220/about/
and http://courses.digitaldavidson.net/dig220/ ]

"Overview
The final project is a “port”—a kind of translation—of a work of electronic literature from one platform to another, not necessarily digital, platform. The process of porting forces one to define the “essence” of a work, and also reveals a great deal about the affordances of technology. The final project is due at the Digital Project Showcase, December 9, 3:30-5pm in the Lilly Gallery.

Rationale
Adapting a program from one hardware system to another is “porting,” a term derived from the Classical Latin portare—to carry or bear, not unlike the carrying across (trans + latus) of translation. A port is borne from one platform to another, and the bearer is the programmer or designer, who attempts to preserve the program’s essential properties from one platform to the next.

A translator faces the same challenges. Think about the questions that arise when translating a poem. Where does the poetry of the poem lie? Where is its poemness? In its rhythm? Its rhyme? Its diction? Its layout? Its constraints? Its meanings? Which of these must be carried over from one language to another in order to produce the most faithful translation?

In Nineteen Ways of Looking at Wang Wei (1987), a study of the act and art of translation, Eliot Weinberger reads nineteen different translations of a four-line, 1,200-year-old poem by the Chinese master Wang Wei, attentive to the way translators have reinterpreted the poem over the centuries, even as they attempted to be faithful to the original. With a single word, a translator may create a perspective unseen in Wei’s original, radically shift the mood of the poem, or transform it into complete tripe. Many times these changes come about as the translator tries to improve the original in some way. Yet translation, Weinberger writes, ought to be “dependent on the dissolution of the translator’s ego: an absolute humility toward the text” (17).

We who port face similar challenges. What must be preserved when a work of electronic literature is carried across to a new platform: the work’s interface? Its narrative or themes? Its interactivity? Its aesthetic design? The underlying algorithms? The constraints of the original? And should the port try to improve upon the original? Or perhaps “break” the original, by exposing its insides? Where does our humility come into play? The ethos of adaptation will vary from port to port and writer to writer; what you choose to prioritize will help to determine the qualities of the final port and its relationship to the original program.

Getting Started
As you work on your port, think about your source material in terms of the elements of digital literature we’ve studied: data, process, surface, interaction, context. Any of these elements might be “portable”—the aspect of the work you focus on transforming into another platform. Also think about how the rules of notice and signification come into play with the source work, and how those rules might be transformed in the new medium.

Another way to approach the port is to focus on the seemingly most essential digital affordances of the work and turn them into something else, even their opposites. For example, if the source offers a relatively straightforward narrative, turn it into a wiki. Or if the work focuses heavily on images, render that textually. Or vice-versa.

I encourage you to review your private sketchbook for ideas. Also reread the public sketchbooks. There may be something buried there, some seed of an idea that could blossom into a compelling project.

Finally: be bold. Unlike Weinberger, I believe you can have “absolute humility toward the text” while at the same time producing something radically different from the text.

Tools and Platforms
• Twine
• Mediawiki (installable on your domain through the cPanel)
• Google Maps
• Timelines
• Storymaps
• Scratch
This list will continue to grow as I add add more possibilities!

Timeline
• Thursday, November 19: Proposal due (includes name of source work, medium of the port, and a project work plan)
• Thursday, December 3: Minimally Viable Port (MVP) due
• Wednesday, December 9: Final version due at the the Digital Project showcase, with the statement and reflection due by midnight on the same day

Project Statement and Reflection
In an addition to the port itself, you must write a project statement and reflection of 1,500-2,000 words. In this document you’ll reflect on the choices you made, what your port reveals about the original, and what you learned about the process of porting. Use the statement and reflection to address the criteria below that aren’t self-evident in the port itself. The best demonstrations of your project’s engagement with the themes of this course will be explicit analyses of and connections to various readings, theories, and material from the class (e.g. affordances, five elements of digital literature, properties of digital media environments, etc.)

Evaluation
The port will be assessed according to the following criteria:

• Essence (the degree to which your port captures the source’s essence, however you define that)
• Insight (the extent to which you uncover and articulate surprises and insights about the source material through the porting process)
• Craft (the degree of mastery of the mode of composition or representation of the port)
• Intention (the sense of intentionality and deliberateness of the work)
• Theme (the level of engagement with ideas from this class and its online counterpart)
• Synthesis (the way you mobilize both your port and the original material to make some broader hypothesis or claim that matters)

Suggested Sources
• The works of Dreaming Methods
• The works of Jason Nelson
• The works of Christine Wilks
• The works of Alan Bigelow
• The works of Kate Pullinger
• Pieces from the first and second volumes of the Electronic Literature Collection
• Works in the ELMCIP Knowledge Base
• Works in the Pathfinders project
• Works in the Interactive Fiction Database"
classideas  marksample  eliterature  electronicliterature  if  interactivefiction  writing  literature  classes  digitalhumanities  twine  scratch  mediawiki  googlemaps 
december 2015 by robertogreco
“But the overall inertia and immune system of “education” is very strong, and if we were to disappear tomorrow, I’m not sure anything would be different than it would have been 100 years from now.” – Alec Resnick, USA | Daily Edventures
"Can you tell us about a favorite teacher, or someone who made a difference in your education?

My English teacher, Mrs. Long, in high school, had the wisdom to lean into all my obsessions and interests, regardless of the curriculum, treating me like a peer. She loaded me up with books outside of the class, indulged my passion for words despite the way they made my papers unreadable, and more than anything, left me with a sense of learning being a lifelong, intellectual project in which I could participate. This all sounds trite—the stuff of commencement speeches—but I cannot overstate how formative the relationship was, far and above the curricula or books she shared."



"How have you applied technology in innovative ways to support your work?

I’ll quote Papert: “In many schools today, the phrase ‘computer-aided instruction’ means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of mastery over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.” At their best, our programs do this.

In your opinion, how has the use of apps, cellphones, and mobile devices changed education? And your work?
Education? They’re distracting people from structural issues with the design of school and curricula by introducing an unfortunate technocentrism. Our work? They’ve enabled a totally novel class of computationally driven, hands-on experiences and experimentation focused on modeling and representation.

In your view, what is the most exciting innovation happening in education today?

The expansion of “education” to include many efforts, stakeholders, and approaches that exist outside of “school”—not just in the sense of “afterschool” or “informal learning,” but in an institutional sense.

Is there a 21st century skill (critical thinking and problem solving, communication, collaboration, or creativity and innovation) that you are most passionate about? Why?

All the skills I’m passionate about were valuable in all the other centuries, too.

If you could give one educational tool to every child in the world, what would it be? Why?

Initially I considered snarkier answers like, “An adult who cares and intervenes in their lives regularly to expose them to a world full of interesting phenomenon.” But more to your point: A [laptop or tablet][DT1] , preloaded with Scratch, LOGO, XCode, and a carefully curated set of textbooks and videos like Turtle Geometry (and maybe a collection of texts intended to radicalize a bit, like Lies My Teacher Told Me or John Holt’s How Children Fail). Why? Because I think that powerful tools without an agenda that enable authentically interesting work are more valuable than most realize. To quote Ivan Illich,
"People need not only to obtain things, they need above all the freedom to make things among which they can live, to give shape to them according to their own tastes, and to put them to use in caring for and about others. Prisoners in rich countries often have access to more things and services than members of their families, but they have no say in how things are to be made and cannot decide what to do with them.”

What is your region doing well currently to support education?

My favorite initiative of late is Massachussetts’ Innovation School legislation; its focus on aggressively seeding and supporting sandboxes where fundamentally new models can be designed is awfully exciting.

What is the biggest obstacle you have had to overcome to ensure students are receiving a quality education?

Resisting the variety of organizational and cultural forces which push you to do things to students, or maybe for them, but very rarely with them. This can look like anything from putting “the curriculum” ahead of real depth, uncomfortable conversations with parents about the [ir]relevance of the quadratic equation, liability policies which prohibit physical contact with students, etc.

How can teachers or school leaders facing similar challenges implement what you’ve learned through your work?

Guard and expand your autonomy jealously and aggressively. Advocate for policies which encourage planting many seeds and trying out many approaches to see what works, rather than attempting to plan for or optimize The One Way. Leverage parents’ actual interests and concerns, rather than trying to satisfy bureaucratic incentives. Start a school. Start a not-school. Take a Hippocratic Oath. Read Mindstorms and take it seriously.

How have you incorporated mobile devices/apps into your classroom and have you seen any improvements?

Our programs’ focus on computation, modeling, and representation means apps (and programming tools, broadly) figure prominently into participants’ experiences. The capacity for these tools to offer hands-on, constructionist approaches to traditionally academic subjects is incredible; however, overall I’d have to say that the technocentrism/technoutopianism in the ed tech community really narrows the conversation to the extent that it limits discussions of technology to, “How can technology help us do what we’ve always done, better?” instead of, “What are the new activities and approaches technology enables?” "
alecresnick  via:ablerism  2014  sprout&co  somerville  massachusetts  schools  education  informallearning  making  science  learning  howwelearn  constructivism  michaelnagle  shaunalynnduffy  somervillesteamacademy  seymourpapert  mindstorms  ivanillich  teaching  howweteach  pedagogy  technology  johnholt  scratch  logo  xcode  turtlegeometry  relationships  freedom  autonomy  agency  unschooling  deschooling  steam  inquiry  sprout 
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
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
In Defense of Messiness: David Weinberger and the iPad Summit - EdTech Researcher - Education Week
[via: http://willrichardson.com/post/67746828029/the-limitations-of-the-ipad ]

"We were very lucky today to have David Weinberger give the opening address at our iPad Summit in Boston yesterday. We've started a tradition at the iPad Summit that our opening keynote speaker should know, basically, nothing about teaching with iPads. We don't want to lead our conversation with technology, we want to lead with big ideas about how the world is changing and how we can prepare people for that changing world.

Dave spoke drawing on research from his most recent book, Too Big To Know: How the Facts are not the Facts, Experts are not Experts, and the Smartest Person in the Room is the Room.

It's hard to summarize a set of complex ideas, but at the core of Dave's argument is the idea that our framing of "knowledge," the metaphysics of knowledge (pause: yes, we start our iPad Summit with discussions of the metaphysics of knowledge), is deeply intertwined with the technology we have used for centuries to collect and organize knowledge: the book. So we think of things that are known as those that are agreed upon and fixed--placed on a page that cannot be changed; we think of them as stopping places--places for chapters to end; we think of them as bounded--literally bounded in the pages of a book; we think of them as organized in a single taxonomy--because each library has to choose a single place for the physical location of each book. The limitations of atoms constrained our metaphysics of knowledge.

We then encoded knowledge into bits, and we began to discover a new metaphysics of knowledge. Knowledge is not bound, but networked. It is not agreed, but debated. It is not ordered, but messy.

A changing shape of knowledge demands that we look seriously at changes in educational practice. For many educators at the iPad Summit, the messiness that David sees as generative the emerging shape of knowledge reflects the messiness that they see in their classrooms. As Holly Clark said in her presentation, "I used to want my administrators to drop in when my students were quiet, orderly, and working alone. See we're learning! Now I want them to drop in when we are active, engaged, collaborative, loud, messy, and chaotic. See, we're learning!"

These linkages are exactly what we hope can happen when we start our conversations about teaching with technology by leading with our ambitions for our students rather than leading with the affordances of a device.

I want to engage David a little further on one point. When I invited David to speak, he said "I can come, but I have some real issues with iPads in education." We talked about it some, and I said, "Great, those sound like serious concerns. Air them. Help us confront them."

David warned us again this morning "I have one curmudgeonly old man slide against iPads," and Tom Daccord (EdTechTeacher co-founder) and I both said "Great." The iPad Summit is not an Apple fanboygirl event. At the very beginning, Apple's staff, people like Paul Facteau, were very clear that iPads were never meant to be computer replacements--that some things were much better done on laptops or computes. Any educator using a technology in their classroom should be having an open conversation about the limitations of their tools.

Tom then gave some opening remarks where he said something to the effect of "The iPad is not a repository of apps, but a portable, media creation device." If you talk to most EdTechTeacher staff, we'll tell you that with an iPad, you get a camera, microphone, connection to the Internet, scratchpad, and keyboard--and a few useful apps that let you use those things. (Apparently, there are all kinds of people madly trying to shove "content" on the iPad, but we're not that interested. For the most part, they've done a terrible job.)

Dave took the podium and said in his introductory remarks, "There is one slide that I already regret." He followed up with this blog post, No More Magic Knowledge [http://www.hyperorg.com/blogger/2013/11/14/2b2k-no-more-magic-knowledge/ ]:
I gave a talk at the EdTechTeacher iPad Summit this morning, and felt compelled to throw in an Angry Old Man slide about why iPads annoy me, especially as education devices. Here's my List of Grievances:
• Apple censors apps
• iPads are designed for consumers. [This is false for these educators, however. They are using iPad apps to enable creativity.]
• They are closed systems and thus lock users in
• Apps generally don't link out
That last point was the one that meant the most in the context of the talk, since I was stressing the social obligation we all have to add to the Commons of ideas, data, knowledge, arguments, discussion, etc.
I was sorry I brought the whole thing up, though. None of the points I raised is new, and this particular audience is using iPads in creative ways, to engage students, to let them explore in depth, to create, and to make learning mobile.

I, for one, was not sorry that Dave brought these issues up. There are real issues with our ability as educators to add to the Commons through iPads. It's hard to share what you are doing inside a walled garden. In fact, one of the central motivations for the iPad Summit is to bring educators together to share their ideas and to encourage them to take that extra step to share their practice with the wider world; it pains me to think of all of the wheels being reinvented in the zillions of schools that have bought iPads. We're going to have to hack the garden walls of the iPad to bring our ideas together to the Common.

The issue of the "closedness" of iPads is also critical. Dave went on to say that one limitation of the iPad is that you can't view source from a browser. (It's not strictly true, but it's a nuisance of a hack--see here or here.) From Dave again:

"Even though very few of us ever do peek beneath the hood -- why would we? -- the fact that we know there's an openable hood changes things. It tells us that what we see on screen, no matter how slick, is the product of human hands. And that is the first lesson I'd like students to learn about knowledge: it often looks like something that's handed to us finished and perfect, but it's always something that we built together. And it's all the cooler because of that."

I'd go further than you can't view source: there is no command line. You can't get under the hood of the operating system, either. You can't unscrew the back. Now don't get wrong, when you want to make a video, I'm very happy to declare that you won't need to update your codecs in order to get things to compress properly. Simplicity is good in some circumstances. But we are captive to the slickness that Dave describes. Let's talk about that.

A quick tangent: Educators come up to me all the time with concerns that students can't word process on an iPad--I have pretty much zero concern about this. Kids can write papers using Swype on a smartphone with a cracked glass. Just because old people can't type on digitized keyboards doesn't mean kids can't (and you probably haven't been teaching them touch-typing anyway).

I'm not concerned that kids can't learn to write English on an iPad, I'm concerned they can't learn to write Python. If you believe that learning to code is a vital skill for young people, then the iPad is not the device for you. The block programming languages basically don't work. There is no Terminal or Putty or iPython Notebook. To teach kids to code, they need a real computer. (If someone has a robust counter-argument to that assertion, I'm all ears.) We should be very, very clear that if we are putting all of our financial eggs in the iPad basket, there are real opportunities that we are foreclosing.

Some of the issues that Dave raises we can hack around. Some we can't. The iPad Summit, all technology-based professional development, needs to be a place where we talk about what technology can't do, along with what it can.

Dave's keynote about the power of open systems reminds us that knowledge is networked and messy. Our classrooms, and the technologies we use to support learning in our classrooms, should be the same. To the extent that the technologies we choose are closed and overly-neat, we should be talking about that.

Many thanks again to Dave for a provocative morning, and many thanks to the attendees of the iPad Summit for joining in and enriching the conversation."
justinreich  ipad  2013  ipadsummit  davidweinberger  messiness  learning  contructionism  howthingswork  edtech  computers  computing  coding  python  scratch  knowledge  fluidity  flux  tools  open  closed  walledgardens  cv  teaching  pedagogy  curriculum  tomdaccord  apple  ios  closedness  viewsource  web  internet  commons  paulfacteau  schools  education  mutability  plasticity 
november 2013 by robertogreco
LLK/scratch-html5 · GitHub
"Scratch HTML5 Player

This project aims to create a Scratch Player in HTML5. Scratch is currently implemented with Actionscript 3 and requires the Flash Player version 10.2. Since Flash does not run on iOS (iPads, iPods, etc) and newer Android devices, we would like to have an HTML5 version to display (but not edit) projects on mobile devices. Scratch projects played in the HTML5 player should look and behave as closely as possible to the way they look and behave when played by the Flash player. We will not be accepting pull requests for new features that don't already exist in the Flash based Scratch project player.

There are a few github issues created that represent some of the missing features. At this point, the HTML5 player is about 40% complete and can run some simple projects. Running the HTML5 player on your own website, or locally, you will need to have PHP so that the proxy.php file can be used to load assets from the same domain. This is done to be compatible with Javascript security models in today's browsers. To test the HTML5 player against the Flash player you can use the compare.html web page.

Unimplementable Features on iOS: Image effects for whirl, fisheye, mosaic, and pixelate. Sound and video input for loudness, video motion, and touching colors from the video.

More documentation will be added as time permits. Thanks for contributing, and Scratch On!"
scratch  html5  html  ios 
october 2013 by robertogreco
Syllabus | Technologies for Creative Learning
"This course explores how new technologies can engage people in creative learning experiences – and transform the ways we think about learning. Students will experiment with new learning technologies, discuss educational ideas underlying the technologies, analyze design strategies for creating new technologies, and examine how and what people learn as they use these technologies."

[Wayback: http://web.archive.org/web/20120808072239/http://mas714.media.mit.edu/syllabus ]
syllabus  learning  creativity  mit  constructivism  coding  children  technology  computing  computers  scratch  mindstorms  ivanillich  davidresnick  seymourpapert  mimiito  henryjenkins  barbararogoff  alfiekohn  caroldweck  mihalycsikszentmihalyi  sherryturkle  jamespaulgee  via:dianakimball  readinglists  education  teaching  programming  syllabi 
february 2013 by robertogreco
Kinect2Scratch 2.5
"Program the Microsoft Kinect with Scratch."
srg  edg  scratch  kinect 
october 2012 by robertogreco
Scratch Modification - Scratch Wiki
"A Scratch Modification (often shortened to 'mod') is an edited version of the Scratch program. The purpose behind making Scratch Mods is usually the addition of new features to the original Scratch program. Because of the extra features and/or blocks, these versions are not supported by the original Scratch program and online players, and cannot be shared to scratch.mit.edu. Scratch modifications are also not allowed to use the word "Scratch" in them, with the exception of the phrase "Based on Scratch by the Lifelong Kindergarten group at MIT"[1] or can shortened to "Based on Scratch by MIT"."
edg  srg  modifications  scratch  mods 
september 2012 by robertogreco
Remote Sensor Connections - Scratch Wiki
"Remote sensor connections is a feature allowing other programs to connect to Scratch. This allows it to be extended to connect to devices, access the internet, or perform other functions not possible inside Scratch. For example, JoyTail allows you to use a joystick with Scratch."
sensors  actionscript  flash  objective-c  processing  python  wiimote  edg  scratch 
september 2012 by robertogreco
Mesh - Scratch Wiki
"Mesh is a method of having multiple Scratch projects interact, even if they are on different computers. Mesh allows projects to share variables and broadcasts, opening up a surprisingly large field of new project opportunities since technically sharing these two features is actually all that is needed to write most interacting programs."

"The early beta version of Scratch 1.4 had Mesh enabled. This version was shared at the first formal Scratch Day. Only a few Scratchers were able to get this version. The public beta from October had it enabled as well. Mesh could be enabled by shift-clicking on the Share button."
multiplayer  srg  edg  mesh  scratch 
september 2012 by robertogreco
Google Blockly Lets You Hack With No Keyboard | Wired Enterprise | Wired.com
"Google has released a completely visual programming language that lets you build software without typing a single character.

Now available on Google Code — the company’s site for hosting open source software — the new language is called Google Blockly, and it’s reminiscent of Scratch, a platform developed at MIT that seeks to turn even young children into programmers.

Like Scratch, Blockly lets you build applications by piecing together small graphical objects in much the same way you’d piece together Legos. Each visual object is also a code object — a variable or a counter or an “if-then” statement or the like — and as you piece them to together, you create simple functions. And as you piece the functions together, you create entire applications — say, a game where you guide a tiny figurine through a maze…

From Google’s site, you can translate Blockly applications into existing languages, including Javascript; Dart, Google new take on Javascript, and Python."
dart  python  javascript  googlecode  scratch  edg  srg  2012  googleblocky  blocky  children  coding  visual  visualprogramminglanguage  programming  google  teaching 
june 2012 by robertogreco
Pure Data — PD Community Site
"Pd (aka Pure Data) is a real-time graphical programming environment for audio, video, and graphical processing. It is the third major branch of the family of patcher programming languages known as Max (Max/FTS, ISPW Max, Max/MSP, jMax, etc.) originally developed by Miller Puckette and company at IRCAM. The core of Pd is written and maintained by Miller Puckette and includes the work of many developers, making the whole package very much a community effort.

Pd is free software and can be downloaded either as an OS-specific package, source package, or directly from CVS. Pd was written to be multi-platform and therefore is quite portable; versions exist for Win32, IRIX, GNU/Linux, BSD, and MacOS X running on anything from a PocketPC to an old Mac to a brand new PC. Pd can run on smarphones thanks to projects like libpd and RjDj. It is possible to write externals and patches that work with Max/MSP and Pd using flext and cyclone."
millerpuckette  srg  edg  osx  mac  linux  scratch  graphicprogramming  sound  music  video  art  coding  software  programming  audio  opensource  pd  puredata 
may 2012 by robertogreco
Still a Badge Skeptic | HASTAC
"When we develop educational technologies & activities…we explicitly try to avoid anything that might be perceived as a reward…Instead, we're constantly looking for ways to help young people build on their own interests, & providing them w/ opportunities to take on new roles. In Scratch online community…members can become curators or moderators. These roles are different from badges or rewards, since they are associated w/ specific responsibilities in the community. People take on these roles because they want to contribute meaningfully to the community.

Will badges always, necessarily be perceived as rewards…crowd out other sources of motivation, undermining opportunities for learners to develop sustained engagement w/ the underlying ideas & activities? Perhaps not. But, at minimum…it’s critical for badge designers to think carefully about motivational consequences (sometimes unintended) of badges…take steps to reduce likelihood that badges will become central focus of motivation."
behavior  learning  2012  mitchresnick  alfiekohn  rewards  intrinsicmotivation  community  scratch  responsibility  motivation  bardges 
february 2012 by robertogreco
Mitchel Resnick 2011 Prize Winner - YouTube
"Mitchel Resnick, Professor of Learning Research at the MIT Media Lab, develops new technologies and activities to engage people (especially children) in creative learning experiences, helping them learn to think creatively, reason systematically, and work collaboratively. His Lifelong Kindergarten research group developed ideas and technologies underlying the LEGO Mindstorms robotics kits and the Scratch programming environment and online community, used by millions of young people around the world. He also co-founded the Computer Clubhouse project, an international network of more than 100 after-school learning centers where youth from low-income communities learn to express themselves creatively with new technologies."
mit  mitmedialab  mitchresnick  2011  lifelongkindergarten  scratch  education  learning  constructivism  projectbasedlearning  tcsnmy  schools  design  mindstorms  lego  legonxt  wedo  electronics  coding  programming  children  lcproject  teaching  pbl  medialab 
october 2011 by robertogreco
Mitch Resnick: The Role of Making, Tinkering, Remixing in Next-Generation Learning | DMLcentral
"…best learning experiences come when people are actively engaged in designing things, creating things, & inventing things—expressing themselves.

…if we want people to really be fluent w/ new technologies & learn through their activities, it requires people to get involved as makers—to create things.

…best experiences come when…making use of the materials in the world around you, tinkering w/ things…coming up w/ a prototype, getting feedback…iteratively changing it…making new ideas, over & over…adapting to the current situation & the new situations that arise.

In our after school programs, we see many kids who have been unsuccessful in traditional educational settings become incredibly successful when they are given the opportunity to make, tinker, & remix.

…there are lessons for schools from the ways that kids learn outside of schools…

Over time, I do think we need to rethink educational institutions as a place that embraces playful experimentation."
tcsnmy  mitchresnick  mit  mitmedialab  medialab  scratch  mindstorms  lego  informallearning  learning  unschooling  deschooling  schools  play  prototyping  making  doing  remix  remixing  remixculture  self-expression  technology  lcproject  howardrheingold  makers  creators  iteration  iterative  wedo  lifelongkindergarten  education  experimentation  invention  feedback  2011  toshare 
september 2011 by robertogreco
Scratch OSC Bridge – kasperkamperman.com : creative media technology
"Send and receive OSC (Open Sound Control) messages with Scratch. You can interface Scratch with external sensors and OSC sending applications/apps. You can also use Scratch to send OSC data to control audio software, VJ software or creative applications.

The bridge converts OSC messages to Scratch sensor and broadcast messages. More technical information about this you’ll find at: http://wiki.scratch.mit.edu/wiki/Remote_Sensors_Protocol

The application was build in Processing. You can download the application for OSX, Windows and Linux, a Processing Sketch is also available."
scratch  osc  oscbridge  edg  srg  processing 
september 2011 by robertogreco
New Version of Scratch & Kinect | ScratchEd
"Thanks for the (unexpectedly) massive response to the last version of Kinect2Scratch!

As Microsoft have released their SDK to allow official development with the Kinect, I have updated the Kinect2Scratch program, and it is now much easier to install and use. However, it is Windows 7 only (MS restriction, not mine).

I was interviewed about Scratch & Kinect last week, here is the writeup and video: http://newtechpost.com/2011/07/11/stephen-howell-using-scratch-with-kinect-for-education

I said there was a need for more Scratch evangelism!

I am looking for beta testers, so if you have a USB Kinect and Windows 7, please reply and I'll send you everything. My site is here: http://scratch.saorog.com/?page_id=2 with contact details."
scratch  kinect 
july 2011 by robertogreco
Create Flash Games with Stencyl
"Welcome to StencylWorks, 2D game creation done right. StencylWorks isn't your average game creation software; it's a gorgeous, intuitive toolset that integrates seamlessly with the Stencyl ecosystem.

Exclusive collaboration and sharing features will have you making Flash games in a flash. For free."
games  software  tools  online  design  gamedesign  scratch  glvo  edg  srg  classideas  tcsnmy  coding  gaming  diy  stencyl  kongregate  facebook  mac  osx  windows  flash 
june 2011 by robertogreco
Being Smart Considered Harmful « And Yet It Moves
"Scratch…Every project can be improved or branched. We can all improve on our own work,…help each other explore new ideas. We need to be able to start with an initial effort, knowing it will take more work to create a finished product and knowing that’s okay. This is exactly what we want students to do when they revise an essay in English class… when they use data to formulate a new hypothesis in science class…supports the growth mindset & the process of iterative improvement. All we have to do is not screw it up. But that turns out to be a harder than it looks."

"I’m going to start by trying to think and talk more about problem-solving skills rather than “intelligence”.

A student is doing a good job digging in to a problem. A student is doing a good job deepening their investigation. A student is doing a good job analyzing a situation to find new approaches. A student is doing a good job upgrading their skillset. Aren’t these all so much more important than just being smart?"
scratch  iteration  growthmindset  caroldweck  seymourpapert  programming  coding  constructivism  learning  unschooling  deschooling  intelligence  teaching  schools  problemsolving  errors  bugs  mindstorms  priming  failure  benchun  talent  beingwrong  tcsnmy  projectbasedlearning  pbl 
march 2011 by robertogreco
Scratch Team Blog: Scratch 2.0 Progress Report
"we decided to make the transition to a Flash-based Scratch player and editor in Scratch 2.0. Both the player and the editor will run inside your web browser, and both will be based on Flash, so your projects will run the same in both places…<br />
<br />
In developing Scratch 2.0, we’re starting by making a version of the Scratch editor work in the browser, with the same features and capabilities as the current Scratch 1.4 application. Once that is complete, we’ll begin adding new features — but making sure to keep everything simple. Here are a few ideas we’re working on: the ability to create your own blocks (thanks to the BYOB folks for thinking this one through!), hide/show lists, better tools for collaboration, ways to pull data from the web, and many others ideas marked “under review” and “planned” on the Scratch Suggestions site.<br />
<br />
Look for the next Scratch 2.0 update in March, when we’ll describe our plans for improved support for collaboration on Scratch."
scratch  srg  edg  glvo  scratch2.0 
february 2011 by robertogreco
4 (More) Tools for Teaching Kids to Code
"We wrote a story earlier this fall with 4 suggestions for some of our favorite programming tools aimed at kids. And that list is worth repeating: the graphical programming language Scratch, the programmable robotics of Lego Mindstorms, the 3D programming environment Alice, and the Android App Inventor.

But in the spirit of National Computer Education Week and the hopes that we can encourage more kids not just to use technology but to build technology, here's a list of 4 more: Kodu, Small Basic, Arduino, and Squeak"
programming  education  children  coding  tools  scratch  kodu  microsoft  arduino  android  edg  srg  tcsnmy  lego  legomindstorms  alice  androidappinventor  smallapp  squeak  glvo  xbox360  mac  windows  via:thelibrarianedge  teaching 
december 2010 by robertogreco
Shaping The Future of Play | design mind
"Play is our greatest natural resource, so how do we make sure that our kids are playing in the right way?"

"Like De Matteo, all adults ultimately need to re-imagine how we can enable and support these future “change agents.” The answer may lie in four foundational pillars of play: open environments, flexible tools, modifiable rules, and superpowers."
via:cervus  play  gaming  scratch  toys  videogames  superpowers  openenvironments  exploration  creativity  problemsolving  flexibility  flexibletools  modifiablerules  rules  imagination  programming  future  learning  unschooling  deschooling 
november 2010 by robertogreco
Kodu Offers Pop-Up Computer Programming for Children - NYTimes.com
"Kodu, built by a team at Microsoft’s main campus outside Seattle, is a programming environment that runs on an Xbox 360, using the game console’s controller rather than a keyboard. Instead of typing if/then statements in a syntax that must be memorized — as adult programmers do — the student uses the Xbox controller to pop up menus that contain options from which to choose. Kodu itself resembles a video game, with a point-and-click interface instead of the thousand-lines-of-text coding tools used by grown-ups."
microsoft  xbox  xbox360  programming  scratch  education  learning  children  games  gaming  gamedesign  criticalthinking  edg  srg  tcsnmy  kodu  interface  iteration  computing  classideas  coding  teaching 
september 2010 by robertogreco
Citilab - Projecte Scratch
"S4A is a Scratch modification that supports simple programming of the Arduino open source hardware platform. It provides new blocks for managing sensors and actuators connected to Arduino. There is also a sensor report board similar to the PicoBoard.<br />
<br />
It has been created to attract people to the programming world. The goal is also to provide a high level interface to Arduino programmers taking profit of Scratch environment with functionalities such as interacting with a set of boards through user events."
scratch  arduino  microcontrollers  coding  programming  edg  srg  s4a  todo 
september 2010 by robertogreco
Build Your Own Blocks (BYOB)
"Welcome to the distribution center for BYOB (Build Your Own Blocks), an advanced offshoot of Scratch, a visual programming language primarily for kids from the Lifelong Kindergarten Group at the MIT Media Lab. This version, developed by Jens Mönig with design input and documentation from Brian Harvey, is an attempt to extend the brilliant accessibility of Scratch to somewhat older users—in particular, non-CS-major computer science students—without becoming inaccessible to its original audience. BYOB 3 adds first class lists and procedures to BYOB's original contribution of custom blocks and recursion."
blocks  squeak  scratch  byob  teaching  programming  tutorials  edg  coding  tcsnmy  computing  toshare  topost 
august 2010 by robertogreco
Modkit [I would love to have an invite for this.]
"Modkit is an in-browser graphical programming environment for little devices called embedded systems. Modkit can currently program Arduino and Arduino compatible hardware using simple graphical blocks similar to and heavily inspired by the Scratch programming environment developed by the Lifelong Kindergarten Group at the MIT Media Lab."
edg  arg  arduino  scratch  programming  coding  processing  physicalcomputing  automation  embedded  hardware  electronics  education  diy  toshare 
july 2010 by robertogreco
App Inventor for Android
"Because App Inventor provides access to a GPS-location sensor, you can build apps that know where you are. You can build an app to help you remember where you parked your car, an app that shows the location of your friends or colleagues at a concert or conference, or your own custom tour app of your school, workplace, or a museum.
appinventor  android  api  wysiwyg  programming  scratch  diy  education  glvo  classideas  tcsnmy  code  applications  google  gui  howto  mobile  software 
july 2010 by robertogreco
Tuttle SVC: Apple Removes Scratch from App Store
"having trouble feeling any sympathy for Scratch community over news that Scratch has been removed from App Store for iPhone/iPad, considering their own lack of good faith & transparency in licensing, particularly for a publicly funded educational project.
scratch  iphone  ipad  apple  applications  open  licensing  tomhoffman  ios 
april 2010 by robertogreco
Trends in Ed, 2.18.10 | EdLab - Math sees a future with web 2.0
"Is it a match made in Heaven? According to Maria Droujkova, developer of Natural Math and Math 2.0, it is! Droujikova saw the need for math to catch up to other subjects with regards to web 2.0 communities. Her response was to create math programs in which learning takes place within communities and networks-- a mashup between traditional math practices and social networking. This has given birth to the concept of social math:"
math  teaching  learning  education  tcsnmy  collaborative  networking  social  authoring  community  psychology  scratch  geogebra  danmeyer  wcydwt  xkcd  youtube  manyeyes  flickr  voicethread  problemsolving  instructables 
february 2010 by robertogreco
Scratch and Computational Thinking | The Institute For The Future
"Not all students of Scratch use the language as a platform for further computer science education. However, the as computational thinking grows in importance as a critical skill set, environments like Scratch are invaluable precisely because of their ability to teach computational thinking without requiring a long-term commitment to programming. Indeed, it is important to recognize that there are limits to the amount of programming that the general public will be able to undertake."
scratch  thinking  computationalthinking  programming  children  teaching  learning  coding 
november 2009 by robertogreco
Scratch: Programming for All | November 2009 | Communications of the ACM
""Digital fluency" should mean designing, creating, and remixing, not just browsing, chatting, and interacting." ... "As we develop future versions, our goal is to make Scratch even more tinkerable, meaningful, and social. With our Scratch Sensor Board (http://info.scratch.mit.edu/Sensor_Boards External Link), people can create Scratch projects that sense and react to events in the physical world. We are also developing a version of Scratch that runs on mobile devices and a Web-based version that enables people to access online data and program online activities."
scratch  future  media  programming  tcsnmy  tinkering  srg  edg  mobile  data  ubicomp  diy  education  learning  technology  children  kids  processing  medialab  coding  teaching  mitmedialab 
october 2009 by robertogreco
Bill Kerr: taking guzdial seriously
"My plans to transition kids from scratch to python have not been particularly successful so I'm thinking of giving the Mark Guzdial approach a trial - using python to tweak multimedia

Kids find the transition from the scratch visual drag and drop to python only text based daunting, or, more likely they just get bored without the multimedia. It's a huge daily problem for practicing teachers to walk the line between engagement and rigour. The Guzdial approach would keep some visuals, sounds, movies etc. involved (as outputs) for student text based programming inputs. It might work."
python  scratch  programming  learning  teaching  education  math  compsci  tcsnmy 
july 2009 by robertogreco
ScratchEd
"To better support the activities of these educators, I designed ScratchEd - a companion site for Scratch educators to share their stories, exchange resources, ask questions, and find other educators.
education  programming  collaboration  edtech  scratch  teaching  learning  coding  community 
july 2009 by robertogreco
Scratch 1.4 Release Notes - Scratch Wiki
"We are happy to announce the release of Scratch 1.4. With this new version, you can ask users to input text from the keyboard (using the new "ask" and "answer" blocks), take photos directly from built-in or USB webcams, and control robotics with LEGO® WeDoTM. This version has a more flexible user interface, so that it can work on smaller screens, such as on netbook computers."
scratch  programming  children  edg  srg  tcsnmy  education  coding  teaching 
july 2009 by robertogreco
Scratch Lowers Resistance to Programming | Gadget Lab from Wired.com
""Our design philosophy is, don't design something for kids that you don't also find engaging and interesting," says Jay Silver, one of the researchers who created Scratch. Silver works in the Media Lab's "Lifelong Kindergarten" group. So it's not surprising that the environment is fun for adults, too. At the Emerging Technology conference here Monday, a roomful of grownups were playing with the program, creating bouncing kitties and a simple golf game."
scratch  mit  lifelongkindergarten  olpc  programming  learning  edg  education  picoboard  etech 
march 2009 by robertogreco
Two-player Network Pong Guide - Scratch Connections
"This is a guide to help you through setting up your first multiplayer networked Scratch game on Mac OS X computers. This demo utilizes the new remote sensor connection functionality in Scratch to allow two people on two computers to play Pong with two Scratch Boards. We will use a program written in the Python language to pass data through network sockets. The mechanics of the communication system I will describe here is the same as the one used by most Massively Multiplayer Online games today."
edg  scratch  networking  coding  programming  tcsnmy  projectideas 
march 2009 by robertogreco
Scratchtweet - Scratch Connections
"Scratchtweet is a bare-bones program that allows a Scratch project to send tweet updates to Twitter.com via a small Python program that accesses the Twitter API while also communicating with Scratch through its external sensors. This is a simple program that you can build on to do other cool things with twitter."
scratch  twitter  python  networking  edg  via:blackbeltjones 
march 2009 by robertogreco
Scratch | Gallery | Sensor Board Projects
"This gallery is for projects that use a sensor board (PicoBoard, formerly called a Scratch Board).
scratch  picoboard  microcontrollers  edg  tcsnmy 
december 2008 by robertogreco
Picasa Web Albums - ltc.workshops - GamePad 7.3.08
"Make your own interactive adventure game and story using Scratch software. Select a theme, write a story, design an environment, create characters, and add puzzles and sound effects. Build your own game controller to play your creation."
scratch  picoboard  edg  microcontrollers  tcsnmy 
december 2008 by robertogreco
Scratch | Project | Sensor Board Simulator
"We just got one of the Scratch Boards (now called PicoBoards), and it's great. But we noticed on the forums that people are still confused about how it works. This project simulates the board fairly well, so you can kinda play around with it. You can actually use it to prototype Scratchboard apps to see how they may work. The variables at the top of the screen are similar to the sensor values the board creates."
scratch  picoboard  microcontrollers  edg  tcsnmy 
december 2008 by robertogreco
Proyecto CEIBAL Florida: Y si hablamos de creadores...
"Agustín Gallo y Cristian Fleitas son dos alumnos que concurren a la Escuela Nº 116 "República Argentina" de Florida. Ellos, luego de experimentar todos los recursos que nos brinda la XO, sintieron que estaban "aburridos". Gracias a la prima de Cristian descubrieron el Scratch y desde ese momento no lo abandonaron más."
olpc  uruguay  laptops  scratch  programming  learning  children  proyectoceibal  edg  srg  glvo  planceibal  coding  teaching 
august 2008 by robertogreco
Ti Point Tork » Blog Archive » Teaching Kids Computer Skills and Programming
"Studying global warming? Simulate the carbon cycle in a Scratch program. Studying local marine ecology? Build a fish tank in Scratch, with fish, shellfish, seaweed, and plankton interacting."
children  education  learning  oreilly  play  playethic  programming  scratch  via:blackbeltjones  teaching  classideas  olpc  computing  coding  software  future  kids 
may 2008 by robertogreco
Scratch Forums / Scratch versus Squeak
"I am currently evaluating both Scratch and Squeak as programming environments. While I assume most folks here are pretty "Scratch"-centric, I'd love to hear your thougths about which environment is the best one to use."
etoys  scratch  squeak  programming  children  teaching  learning  coding 
april 2008 by robertogreco
SCRATCH at Unknown Future
"Then a devious little plan entered my head. I could get the kids to use SCRATCH and I wouldn’t know how to use it so then they WOULD have to figure out how to solve any problems."
teaching  learning  scratch  pedagogy  collaboration  assessment  gaming 
november 2007 by robertogreco
The Phrogram Company
"Phrogram gets you into making your own 2D and 3D PC games! Read more why Phrogram is a great way to get into computer programming!"
children  computers  coding  programming  make  diy  games  play  gaming  videogames  software  scratch  animation  3d  computer  education  learning  teaching 
november 2007 by robertogreco
Mobile Scratch :: Lifelong Kindergarten :: MIT Media Lab
"We are developing new software tools that enable kids to create interactive media for their mobile phones -- and to share their creations with one another."
programming  languages  scratch  children  learning  mobile  phones  computing  coding  teaching 
october 2007 by robertogreco
Tuttle SVC: The Inefficiency of the StarLogo TNG License
"this project is funded by an National Science Foundation grant. I don't understand why the NSF allows grantees to limit the distribution of software written with public funds in this way. It is a waste of my tax dollars."
mit  starlogo  programming  scratch  languages  opensource  kids  children  comments  free  licensing  coding  teaching 
october 2007 by robertogreco
StarLogo TNG
"StarLogo TNG is The Next Generation of StarLogo modeling and simulation software. While this version holds true to the premise of StarLogo as a tool to create and understand simulations of complex systems, it also brings with it several advances. Through
starlogo  software  scratch  visualization  programming  kids  children  learning  education  languages  opensource  osx  linux  windows  mac  coding  technology  visual  games  gaming  graphics  interaction  simulations  language  teaching  logo 
october 2007 by robertogreco
Why Johnny can't code | Salon Technology
"BASIC used to be on every computer a child touched -- but today there's no easy way for kids to get hooked on programming."
BASIC  scratch  programming  children  computers  coding  learning  language  opensource  technology  software  nostalgia  education  kids  tinkering  teaching 
october 2007 by robertogreco
Creating from Scratch - MIT News Office
"New software from the MIT Media Lab unleashes kids' creativity online"
children  computers  scratch  learning  creativity  software  mit  media  web  online  internet  education  programming  coding  teaching 
may 2007 by robertogreco
O'Reilly Radar > Where's the 8 bit revolution for my kids?
"I had a conversation with Norman about his work getting the "Scratch" programming language onto handsets and I asked him for some pointers for this article. In the end his response was so good that i am going to paste it here."
children  education  scratch  mobile  learning  programming  phones  technology  language  coding  teaching 
february 2007 by robertogreco
Scratch
"Scratch is a new programming language that lets you create your own animations, games, and interactive art."
education  scratch  diy  games  graphics  interaction  interactive  interface  language  learning  media  multimedia  programming  software  visual  animation  children  schools  curriculum  coding  teaching 
september 2006 by robertogreco

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