Unfinished Business – FITC Amsterdam 2015ubi de feo
For my talk at FITC 2014, I went deep into the project archives to pull out an idea I had had in 1987, and finally built that C64 relay controller programmed in Basic.
When it comes to your old ideas, it pays to stubbornly refuse to let them go.
That’s not to say that ALL of my old project ideas have eventually been realized. In fact, most of the those I had in the past 30 years are still left unbuilt, in idea limbo – not gone though, and definitely not forgotten.
Sadly paying the bills doesn’t leave room for following through on personal projects or continuous experimentation – especially with the myriad of ideas clogging up the aforementioned limbo – so what happens to old ideas? Are they deemed to fail? Are you just wasting your time?
I am dead set to prove that kicking old ideas around – even after 30 years – hasn’t been a waste of my time, and it certainly won’t be a waste of yours.
The document discusses a Scratch programming course taught to early childhood education students at the University of Patras in Greece. The 10-lesson course introduces students to key Scratch concepts through hands-on lessons and assignments. While students successfully completed educational scenarios and peer reviews, challenges included designing effective team interactions and taking on overly complex projects before mastering basics. The instructors plan to adjust the concept order and pacing next year based on lessons learned.
The document discusses measuring the level of centralized control or mindset in student projects created using the Scratch programming environment. It describes how centralized mindset theory proposes that students often apply centralized control approaches when modeling distributed systems. The document outlines measures of centralization - closeness and betweenness centralization - that were calculated using social network analysis tools for 19 non-CS student Scratch projects. Projects with high closeness centralization showed centralized approaches, while betweenness centralization was not consistently indicative of centralized or decentralized approaches. The analysis provided new insights into student programming approaches in Scratch.
how and why I created from 0 to C.
this is a 5 minutes presentation for Ignite Amsterdam.
this is the text part. slides available as separate presentation
how and why I created from 0 to C.
this is a 5 minutes presentation for Ignite Amsterdam.
this is the slides part. text available as separate presentation
Unfinished Business – FITC Amsterdam 2015ubi de feo
For my talk at FITC 2014, I went deep into the project archives to pull out an idea I had had in 1987, and finally built that C64 relay controller programmed in Basic.
When it comes to your old ideas, it pays to stubbornly refuse to let them go.
That’s not to say that ALL of my old project ideas have eventually been realized. In fact, most of the those I had in the past 30 years are still left unbuilt, in idea limbo – not gone though, and definitely not forgotten.
Sadly paying the bills doesn’t leave room for following through on personal projects or continuous experimentation – especially with the myriad of ideas clogging up the aforementioned limbo – so what happens to old ideas? Are they deemed to fail? Are you just wasting your time?
I am dead set to prove that kicking old ideas around – even after 30 years – hasn’t been a waste of my time, and it certainly won’t be a waste of yours.
The document discusses a Scratch programming course taught to early childhood education students at the University of Patras in Greece. The 10-lesson course introduces students to key Scratch concepts through hands-on lessons and assignments. While students successfully completed educational scenarios and peer reviews, challenges included designing effective team interactions and taking on overly complex projects before mastering basics. The instructors plan to adjust the concept order and pacing next year based on lessons learned.
The document discusses measuring the level of centralized control or mindset in student projects created using the Scratch programming environment. It describes how centralized mindset theory proposes that students often apply centralized control approaches when modeling distributed systems. The document outlines measures of centralization - closeness and betweenness centralization - that were calculated using social network analysis tools for 19 non-CS student Scratch projects. Projects with high closeness centralization showed centralized approaches, while betweenness centralization was not consistently indicative of centralized or decentralized approaches. The analysis provided new insights into student programming approaches in Scratch.
how and why I created from 0 to C.
this is a 5 minutes presentation for Ignite Amsterdam.
this is the text part. slides available as separate presentation
how and why I created from 0 to C.
this is a 5 minutes presentation for Ignite Amsterdam.
this is the slides part. text available as separate presentation
Προγραμματισμός εννοιών Βιολογίας Γυμνασίου με τη γλώσσα ScratchDimitris Nikolos
Η παρουσίαση εργασίας με τίτλο "Προγραμματισμός εννοιών Βιολογίας Γυμνασίου με τη γλώσσα Scratch" στο 3ο Πανελλήνιο Συνέδριο Διδακτικές Διαδρομές στο Σημερινό Σχολείο
Δυσκολίες μαθητών Δημοτικού με τη γλώσσα ScratchDimitris Nikolos
Η εργασία αυτή περιγράφει τις δυσκολίες μαθητών της Ε΄ Δημοτικού κατά την εφαρμογή ενός εκπαιδευτικού σεναρίου για την εκμάθηση του προγραμματισμού με τη γλώσσα προγραμματισμού Scratch. Κάποιες από αυτές τις δυσκολίες υπήρχαν και στις παραδοσιακές γλώσσες προγραμματισμού, ενώ άλλες εμφανίζονται στις σύγχρονες γλώσσες με εκπαιδευτικό προσανατολισμό. Οι δυσκολίες που αντιμετώπισαν οι μαθητές κατηγοριοποιήθηκαν σε αρχικές δυσκολίες, δυσκολίες στην βασική δομή «για πάντα εάν» και δυσκολίες στις νέες δυνατότητες της γλώσσας Scratch 2.0. Τέλος, προτείνονται κάποιες λύσεις για την διαχείριση αυτών των δυσκολιών στο πλαίσιο του εκπαιδευτικού σεναρίου.
Προγραμματισμός εννοιών Βιολογίας Γυμνασίου με τη γλώσσα ScratchDimitris Nikolos
Η παρουσίαση εργασίας με τίτλο "Προγραμματισμός εννοιών Βιολογίας Γυμνασίου με τη γλώσσα Scratch" στο 3ο Πανελλήνιο Συνέδριο Διδακτικές Διαδρομές στο Σημερινό Σχολείο
Δυσκολίες μαθητών Δημοτικού με τη γλώσσα ScratchDimitris Nikolos
Η εργασία αυτή περιγράφει τις δυσκολίες μαθητών της Ε΄ Δημοτικού κατά την εφαρμογή ενός εκπαιδευτικού σεναρίου για την εκμάθηση του προγραμματισμού με τη γλώσσα προγραμματισμού Scratch. Κάποιες από αυτές τις δυσκολίες υπήρχαν και στις παραδοσιακές γλώσσες προγραμματισμού, ενώ άλλες εμφανίζονται στις σύγχρονες γλώσσες με εκπαιδευτικό προσανατολισμό. Οι δυσκολίες που αντιμετώπισαν οι μαθητές κατηγοριοποιήθηκαν σε αρχικές δυσκολίες, δυσκολίες στην βασική δομή «για πάντα εάν» και δυσκολίες στις νέες δυνατότητες της γλώσσας Scratch 2.0. Τέλος, προτείνονται κάποιες λύσεις για την διαχείριση αυτών των δυσκολιών στο πλαίσιο του εκπαιδευτικού σεναρίου.