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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...

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Roehampton computing workshop 3

  • 1. Miles Berry University of Roehampton 28 June 2013 Primary Computing Workshop 3. More Coding
  • 3. Can you draw the Internet?
  • 6. HTML by hand <html> <head> <title>First page</title> </head> <body> <h1>My first webpage</h1> <p>How cool is this?</p> </body> </html>
  • 7. Some tags to try Bold <strong>Bold</strong> Italic <em>Italic</em> This is a link <a href="http://...">This is a link</a>
  • 8. • 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
  • 9. 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>
  • 14. 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
  • 15. 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
  • 19. 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.
  • 20. 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
  • 21.
  • 22. Arduino and toy hacking
  • 24. Games
  • 25. Games Goal Oriented Interactivity Feedback Progression Problem / Challenge Flow
  • 26. Programming Goal Oriented Interactivity Feedback Progression Problem / Challenge Flow
  • 27. 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