Scratch and pair programming

Scratch and pair programming Irena Nančovska Šerbec Jože Rugelj University of Ljubljana Faculty of Education Dep. for math. and comp. {Irena.Nancovska, Joze.Rugelj}@pef.uni-lj.si

Scratch 1 part

S ources
Scratch download: http://scratch.mit.edu/
ScratchEd: http://scratched.media.mit.edu/
Scratch Lesson Plans: http://wiki.classroom20.com/Scratch+Lesson+Plans
Resources for parents and teachers to teach children Scratch programming : http://scratch.redware.com/
Web WORKSHOP: http://learnscratch.org/
Scratch Beginner's Guide - A Scratch Tutorial : http://www.scratchguide.com/index.php?page=scratch-programming-tutorial-2
Marija Oblak, PROGRAMSKA ORODJA V POMOC UČENJU PROGRAMIRANJA, diplomsko delo, PEF UL, 2009.
Scratch and pair programming

Papers
Resnick, M., at all (2009). Scratch : Programming for all, Communications on ACM, Vol. 52, Iss. 11; 60. (retrieved from http://web.media.mit.edu/~mres/papers/Scratch-CACM-final.pdf )
Resnick, M. (2007). All I really need to know (about creative thinking) I learned (by studying how children learn) in kindergarten. Proceedings of the 6th ACM SIGCHI conference on Creativity & cognition - C&C '07 , 1-6. New York, New York, USA: ACM Press. doi: 10.1145/1254960.1254961.(retrieved form http://web.media.mit.edu/~mres/papers/kindergarten-learning-approach.pdf )

There are only 10 types of people in the world — those who understand binary, and those who don't.

Endless Loop: n., see Loop, Endless.
Loop, Endless: n., see Endless Loop.
Scratch and pair programming From Data Processing Dictionary

Raise Your Hand If You
Have heard of Scratch other than at this lesson
Have downloaded Scratch ?... but not gotten around to playing with it yet
Have played around with it
Use it in your teaching

Agenda
What is Scratch?
Scratch and …
21 Century Learning Skills
the classroom
Programming
Scratch and pair programming sprite is a two-dimensional image or animation that is integrated into a larger scene.

What is Scratch?
A new graphical media rich programming language that allows users to
make games
animations
interactive stories
music
art
“ Digital fluency” should mean designing,
creating, and remixing, not just browsing,
chatting, and interacting.
Resnick

What is Scratch
It is intended especially for 8- to 16-year-olds (peaking at 12 )
Engaging and intuitive
Collaborative
Scratch offers:
low floor (easy to get started)
high ceiling (ability to create complex projects)
wide walls (support for a wide diversity of projects)

What is Scratch Scratch and pair programming imagine • program • share

What is Scratch
Last version 1.4
Translation:
Available i n Slovene
It is developed by the Lifelong Kindergarten group at the
MIT Media Lab by a team led by Mitchel Resnick
first appeared in the may 2007

The name Scratch is derived
from the turntablist technique of scratching
refers to both the language and its implementation .
The similarity to musical "scratching”:
usability the objects, graphics, sounds, and scripts can be easily imported
usability of projects
Interpreted dynamic visual programming language

Scratch and … 21 century skills
Students learn to :
select, create and manage multiple forms of media.
create media
analyze media
express themselves creatively and persuasively.

Scratch and 21 century Scratch and pair programming

Thinking and Problem Solving Skills
Students learn :
critical reasoning and systems thinking
coordinate timings and interactions between multiple sprites
identify new problems and creative solutions
break problems up into steps
Immediate feedback

Interpersonal and Self-Directional Skills
The visual nature of the programming
=> sharablility
They create with an audience in mind and
=> able to make easy changes based on feedback of others.
Social responsibility as they
=> interact with others through the scratch website

Scratch and the Classroom Scratch and pair programming

School
At Faculty of Education:
An Introduction to programming
(1 year study:
Two - subject teachers: Computer science and *)
7 th Grade Computer Literacy Curriculum ( Computer Science Curriculum ) .
12 years old children

Scratch and pair programming motion control looks

Scratch and pair programming sensing sound operations

Scratch and pair programming pen variables

Day 1
Day One – Discuss types of games (ex. role-playing game, shooters, mazes, skill, sports …)
Explore Environment and Use Scratch Cards (12)
With partners start planning game using workshop design guide

Scratch and pair programming Move, Clone, Cut, Change Shape Sprite List Stage Sprite Position Full Screen Stage Create, Find or Surprise Sprite Start and Stop Game

Scratch and pair programming Scripts Area

Scratch and pair programming Blocks

Day 1
Programming concepts that students will be introduced to:
Loops
If/Then conditions
Sequences
Variables
Threads
coordination and synchronization
Boolean logic
random numbers
Trial and Error

Day 2
Students begin programming ( individually )
Examples

Example - guess
Elephant imagines a number between 1 and 100. Guess which one. If you guess the number, it changes its colour and stretche s trunk. If the imputed number is lower than his, he said, "My number is bigger." If imputed number is greater than his, he said, "My number is smaller." Learning Objective: Understanding conditional sentences, reading input
Example: GUESS _number.sb

Example – ball and stick
Creating their own sprites: stick and ball. Stick, we put it next to the edge, move vertically with the aim to hit the ball. The ball is bouncing off the edges at random.
Learning Objective :
Creating game
Examples: igra_palica_zoga.sb in igra_palica_zoga_zadetki.sb

Day 3
Explore http://scratch.mit.edu
Set up an account
Pair programming concepts introduction
Download three games that are similar to the ones that you want to create
See how these games are coded
Save a game to your web account

Day 4
Set up pair programming
Discuss the use of broadcasting to go to another level
Constant Student Interaction – Ask 3 before me.

Day 5
Troubleshoot and peer review

Pair Programming 2 part

Papers
Williams, L., & Kessler, R. (2000). All I really need to know about pair programming I learned in kindergarten. Communications of the ACM , 3 (5), 108-114. ACM. Retrieved from http://portal.acm.org/citation.cfm?id=332833.332848 .
Nančovska Šerbec, I., Kaučič, B., & Rugelj, J. (2008). Pair programming as a modern method of teaching computer science. Int. j.: emerg. technol. learn. , vol. 3, s2, 45-49.

Scratch and pair programming Williams, L., & Kessler, R.: All I really need to know about pair programming I learned in kindergarten . Resnick, M. : All I really need to know (about creative thinking) I learned (by studying how children learn) in kindergarten

Scratch and pair programming http://www.hanoulle.be/2009/11/pairprogramming-is-like-sex/

Agenda
Terms
Motivation/inspiration
Instructions
“ All I Ever Need to Know about Pair Programming I Learned in Kindergarten”
Advantages and disadvantages
Pair programming experiment
Survey on the experience
Conclusions

Terms
Pair programming (PP) is a practice where two programmers work together at one computer, collaborating on the same design, algorithm, code, or test
Extreme Programming ( XP ) is a software engineering methodology (and a form of agile software development)
Collaborative learning refers to methodologies and environments in which learners engage in a common task in which each individual depends on and is accountable to each other

Motivation
Experiences from teaching programming - students implicitly practiced PP without being aware of that
Modern studies confirmed the advantages of the method:
novice–novice pairs against novice solos experience significantly greater productivity gains than expert–expert pairs against expert solos
Related to collaborative work
Preparing for project work
Questionable story about XP

Scenario
The pair is made up of a driver and navigator ,
driver actively types at the computer or records a design
navigator watches the work of the driver and attentively identifies problems and makes suggestions
Both are also continuous brainstorming partners.
Rules of behavior are defined:
PP relationship is very active: communicate, at least every 45 to 60 seconds.
switching roles every 30-45 minutes or after the task is finished

If PP “works” or it doesn’t work?
L. Williams (2000): coupled programmers in the average are 15 % slower then solo programmers but they produce 15 % less errors
Arisholm (2007): 48% increase in correctness but no significant difference in time
Lui, Chan (2006): methodology is better for novices
Testing and debugging are expensive

All I Really Need to Know I Learned in Kindergarten ( By Robert Fulghum, 1988 )
Share everything.
Play fair.
Don’t hit people.
Put things back where you found them.
Clean up your own mess.
Don’t take things that aren’t yours.
Say you’re sorry when you hurt somebody.
Wash your hands before you eat.
Flush.
Warm cookies and cold milk are good for you.
Live a balanced life – learn some and think some and draw and paint and sing and
dance and play and work every day some.
Take a nap every afternoon .
When you go out into the world, watch out for traffic, hold hands and stick together.
Be aware of wonder.

Advantages
More discipline
Better code (less errors, easier to understand)
Flexible software development
Knowledge interchange between the partners
Pleasant atmosphere
Mutual ownership of the sources
Supervision
Cohesion in the team of two (in the pair participants became more familiar)
Pair is less sensitive on disturbances from environment
We need less computers (PC-s or workstations )

Disadvantages
Giving instructions to the less experienced is tiring
Experienced programmers rather work independently and they fill uncomfortable in the pair
Experienced programmer produces code without (or with less) bugs and it is purposeless to be paired
Is difficult to compare pair with solos empirically
Differences in the programming styles cause conflicts
Par could program less hour/day in comparison with solos which influence the deadline
In the SW enterprises where programmers work at home PP is difficult to realize

Experience (1)– novices
At Faculty of Education:
An Introduction to programming
(1 year study:
Two - subject teachers: Computer science and *)
Background knowledge:
From flow-chars to working program e s
The last month in the semester

Experience – time table
Students are sent URL with longer test on programming
Homework, reading the paper: All I Really Need to Know I Learned in Kindergarten
30 min discussion on the rules in the pair
Divide into pairs, who chose their names
Each pair is randomly given programming exercise
Pairs are presenting their programs and presenting their experience with pro et contra debate
Students fulfill web-poll

Web-poll and test
Time framework of PP?
Which positive experience with PP would you put out?
Which negative experience with PP would you put out?
Please, take few minutes to solve the web adaptive test in Moodle environment . Is you result better/equal/ worse then the former, wider test?

Web poll results
3/4 and even more said that the experience was positive
9 of 16 were more or equally successful in solving the second (quick) test
Suitable for novice programmers
We continue d with the PP practice

Experience (2)
course Computer science practice – generation started 200 7 /0 8
We exclude the influence of the teacher
The same learning materials as in the Experience (1)

Experience ( 3 )
Course Programming
contents : dynamical structures (pointers) in Pascal
2 school hours 2 exercises
2 groups: PP, collective solving the examples
Exercises of different level of difficulty
Pairs need less time for adjustment
Pairs achieved better results then the group, which collectively solved the examples

Experience ( 4)
Course Programming
Contents: programming language C
2 groups : opposite with experience 2
Knowledge assessment with short test

4 years experience PP
8 2 % had positive experience with PP or they founded PP good or excellent
63 % of the students who participated the PP experiment showed better results on the testing after the PP
which could mean that better understanding of programming concepts was achieved

Conclusion
Modern form of collaborative work
Knowledge improvement
We will continue with the PP and Scratch

Scratch and pair programming

by jtelss10 on Jun 09, 2010

Accessibility

Categories

Tags

Upload Details

Usage Rights

2 Embeds 8

Statistics

Scratch and pair programming — Presentation Transcript

http://www.slideshare.net	6
http://www.prolearn-academy.org	2