Roehampton computing workshop 3
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Roehampton computing workshop 3

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Roehampton computing workshop 3 Roehampton computing workshop 3 Presentation Transcript

  • Miles Berry University of Roehampton 28 June 2013 Primary Computing Workshop 3. More Coding
  • The Internet and the Web
  • Can you draw the Internet?
  • The Internet
  • Switching on the Web
  • HTML by hand <html> <head> <title>First page</title> </head> <body> <h1>My first webpage</h1> <p>How cool is this?</p> </body> </html>
  • Some tags to try Bold <strong>Bold</strong> Italic <em>Italic</em> This is a link <a href="http://...">This is a link</a>
  • • A point • Another point <ul><li>A point</li> <li>Another point</li></ul> <img src="http://upload.wikimedia.org/ wikipedia/en/c/cd/ Roehampton_University_logo.png" /> More tags
  • Styles The quick brown fox jumps over the lazy dog <style type="text/css"> p { color: #f60; font-size: 24px; font-family: Georgia, Times, 'Times New Roman', serif; } </style>
  • Mozilla X-Ray Goggles
  • Mozilla Thimble
  • 16 steps
  • Robots
  • Play and Exploration • Children learn through first hand experience in activities they have chosen • Play allows children to test their ideas • Play lets children learn from mistakes • Play fosters imagination and flexibility of mind • Rich, enabling environments are provided • Allow children to dictate the pace, length and focus; interventions should be supportive • Recognise children’s fascination with and curiosity about what is going on in their worlds. EYFS: Effective practice: play and exploration
  • understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions write and test simple programs
  • Bee-Bots
  • Roamer
  • Probots
  • ICT in schools 2008–11 An evaluation of information and communication technology education in schools in England 2008–11 Most of the Key Stage 1 pupils observed were able to learn programming through devising and testing sequences of instructions for floor robots. However, in Key Stage 2, pupils in the majority of schools visited had insufficient opportunities to develop their understanding and use of programming, and data logging and handling.
  • design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts Glasshead Studios for BBC Cracking the Code
  • Arduino and toy hacking
  • Cracking the Code
  • Games
  • Games Goal Oriented Interactivity Feedback Progression Problem / Challenge Flow
  • Programming Goal Oriented Interactivity Feedback Progression Problem / Challenge Flow
  • use logical reasoning to predict the behaviour of simple programs generate appropriate inputs and predicted outputs to test programs use logical reasoning to explain how a simple algorithm works
  • Lightbot
  • There’s an app for that
  • Evaluations...