Programming in Scratch…
Common features
But where’s the learning? CC by-nc-nd Laura Burton, CC by Matti Mattila, CC by-nc-nd Mundocuardo, CC by-nc-nd Parl, CC by ...
Waterfall
Iterative
Agile
Pragmatic programming tips <ul><li>Stay aware of what you're doing.  </li></ul><ul><li>Don't code blindfolded.  </li></ul>...
Design Patterns
Learning the craft <ul><li>Novice  </li></ul><ul><ul><li>rigid adherence to taught rules or plans </li></ul></ul><ul><li>A...
<ul><li>Unleash your enthusiasm </li></ul><ul><li>Concrete skills </li></ul><ul><li>Confront you ignorance </li></ul><ul><...
Follow up <ul><li>Critical incidents and reflections </li></ul><ul><li>pp 32-50 of Bacon and Dillon (2006) </li></ul>
Next week… <ul><li>Tutorials </li></ul><ul><li>Video lecture , lecture slides </li></ul><ul><li>Berry (2010) </li></ul><ul...
Placement <ul><li>Blog about significant examples of ICT, either as a subject, for pupils ’  learning or in your teaching....
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Software Development

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  • Low criticality [ clarification needed ] Senior developers Requirements change often Small number of developers Culture that thrives on chaos
  • Software Development

    1. 2. Programming in Scratch…
    2. 3. Common features
    3. 4. But where’s the learning? CC by-nc-nd Laura Burton, CC by Matti Mattila, CC by-nc-nd Mundocuardo, CC by-nc-nd Parl, CC by mawel
    4. 5. Waterfall
    5. 6. Iterative
    6. 7. Agile
    7. 8. Pragmatic programming tips <ul><li>Stay aware of what you're doing. </li></ul><ul><li>Don't code blindfolded. </li></ul><ul><li>Proceed from a plan. </li></ul><ul><li>Rely only on reliable things. </li></ul><ul><li>Document your assumptions. </li></ul><ul><li>Test assumptions as well as code. </li></ul><ul><li>Prioritize your effort. </li></ul><ul><li>Don't be a slave to history. </li></ul><ul><li>Is there an easier way? </li></ul><ul><li>Am I solving the right problem? </li></ul><ul><li>Why is this a problem? </li></ul><ul><li>What makes it hard? </li></ul><ul><li>Do I have to do it this way? </li></ul><ul><li>Does it have to be done at all? </li></ul>http://www.codinghorror.com/blog/files/Pragmatic%20Quick%20Reference.htm
    8. 9. Design Patterns
    9. 10. Learning the craft <ul><li>Novice </li></ul><ul><ul><li>rigid adherence to taught rules or plans </li></ul></ul><ul><li>Advanced beginner </li></ul><ul><ul><li>limited &quot;situational perception&quot; </li></ul></ul><ul><ul><li>all aspects of work treated separately with equal importance </li></ul></ul><ul><li>Competent </li></ul><ul><ul><li>multiple activities, accumulation of information </li></ul></ul><ul><ul><li>some perception of actions in relation to goals </li></ul></ul><ul><ul><li>deliberate planning </li></ul></ul><ul><ul><li>formulates routines </li></ul></ul><ul><li>Proficient </li></ul><ul><ul><li>holistic view of situation </li></ul></ul><ul><ul><li>perceives deviations from the normal pattern </li></ul></ul><ul><ul><li>employs maxims for guidance </li></ul></ul><ul><li>Expert </li></ul><ul><ul><li>transcends reliance on rules, guidelines, and maxims </li></ul></ul><ul><ul><li>&quot;intuitive grasp of situations based on deep, tacit understanding&quot; </li></ul></ul><ul><ul><li>has &quot;vision of what is possible” </li></ul></ul>Dreyfus and Dreyfus on Skill Acquisition,
    10. 11. <ul><li>Unleash your enthusiasm </li></ul><ul><li>Concrete skills </li></ul><ul><li>Confront you ignorance </li></ul><ul><li>Sustainable motivation </li></ul><ul><li>Draw your own map </li></ul><ul><li>Stay in the trenches </li></ul><ul><li>Find mentors </li></ul><ul><li>Sweep the floor </li></ul><ul><li>Share what you learn </li></ul>
    11. 12. Follow up <ul><li>Critical incidents and reflections </li></ul><ul><li>pp 32-50 of Bacon and Dillon (2006) </li></ul>
    12. 13. Next week… <ul><li>Tutorials </li></ul><ul><li>Video lecture , lecture slides </li></ul><ul><li>Berry (2010) </li></ul><ul><li>Explore some open source programs </li></ul><ul><li>Upload development snapshot, plan and storyboard to Moodle </li></ul><ul><li>Ofsted (2009), CAS WG (2010) </li></ul>
    13. 14. Placement <ul><li>Blog about significant examples of ICT, either as a subject, for pupils ’ learning or in your teaching. </li></ul><ul><li>Blog about any examples of pupils using computers as tools to support or enhance creative work. </li></ul><ul><li>If you have the opportunity to use Scratch or programmable toys with your pupils, do blog about that. </li></ul><ul><li>If you have the opportunity to get feedback from pupils on your project, please record that and make use of this in the subsequent development of your game. </li></ul>

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