Scratch2013BCN/Programm/DetailList

Presentation

Primer in programming for our future network administrators

Workshop

Presentation

"

Presentation

Yoshiro Miyata, Chukyo University

Presentation

This 10 minute presentation covers:

* How we introduced Scratch as part of a code club and the excitement that generated.
* How we built on that excitement by entering a regional coding competition, organised by the newly formed Computing At School group.
* How Scratch has been as excellent tool for group learning, where pupils teach pupils and girls as well as boys can catch the bug.

Most of all though, Scratch has helped us fire up the imaginations of the young people in our school and left them wanting to do more with and learn more about computers. Scratch has transformed my lessons from ""Learn about Microsoft."" to ""What are we going to build today?"" and I'd love the opportunity to share that with you."

Ignite Presentation

"Note: I can't present on July 25th, I will be in London UK. Please if you accept my proposal, assign me the July 26th or 27th. Thanks Eugeni"

With ScratchRef...

- Each Block of instruction is explained in depth, using images and videos.

- The Scratch 1.4 User Interface with no secrets, all features are explained fully integrated into your iPod / iPhone.

- With more than 150 video of examples.

- Search any block with the use of key words to know what is the best in every situation.

Use Scratch 1.4 with this Guide to help you program, learn, share and enjoy this incredible software.

ScratchRef free at the Apple Store during the Scratch2013Bcn!! "

Presentation

Is "edutainment" and "gamification" of the Mathematics Curriculum a realistic hope?

As math teacher with a MS in computer science, I often look for ways to put algorithmic thinking into educational uses in math classes. Pupils of mine program their own Scratch games. As spin-off, many of these Scratch «games» can be «mathematized» and thereby illustrate concepts, operations and patterns belonging to regular math lessons (and math-curriculum). A selection of such math-Scratch-applications are presented and commented. Examples come from trigonometry, geometry, math functions a.o. One over-arching question is whether math education in schools – and high schools in particularly -. may benefit from an integration with computational and procedural thinking as demonstrated in these Scratch examples. "

Poster/Demo

S4A provides Scratch with new pieces, allowing to get data from the board’s digital and analog inputs, as well as controlling digital and analog outputs. It's also possible to use several kinds of servos (standard/continuous rotation) and many other devices that can interact with the real world.

In this presentation we will show 3 real samples made with Scratch for Arduino. An accelerometer based remote control, a theremin-like musical instrument, and a simple robot that can be driven with the computer keyboard."

Workshop

Jose Garcia, Citilab Team.

Programming the robot is going to be very easy, as S4A is based on Scratch, a tool you most probably already know.

S4A provides Scratch with some new pieces, allowing the programmer to interact with Arduino boards, use sensors and actuators (like motors) and other electronic components.

If we have the time we will also provide the robot with indicator LEDs and obstacle sensors, and maybe even try to drive it from an Android mobile phone."

Presentation

Annemarie Harzl, Graz University of Technology, Austria

Running Scratch projects on smartphones and tablets – and programming on them too!

Poster/Demo

Annemarie Harzl, Graz University of Technology, Austria

Poster/Demo

Miguel Ângelo Figueiredo, Centro de Competência TIC da Escola Superior de Educação do Instituto Politécnico de Setúbal - Portugal

EduScratch spreads Scratch among Portuguese schools by training teachers to promote students computational thinking

It’s main goal is the development of a teachers CoP on educational use of Scratch, through this actions: -teacher training courses (formal/informal); -promoting the use of Scratch in schools - integration of ICT in teaching/learning activities; -supporting schools (in presence or at a distance) using Scratch and developing ICT targets in the national curriculum; -creating and organizing teaching/learning resources; -sharing resources and news (Portal http://eduscratch.dge.mec.pt/ , ICT Competence Centre website, Facebook and Twitter); -evaluating the activities. EduScratch had a contribution to 2012 curriculum reforms in the Portuguese education system. The new ICT curriculum for grades 7 and 8 includes the exploration of computational environments (e.g. Scratch). "

Presentation

Umit Aslan, Bogazici University Secondary School Science and Mathematics Education Department

Learning, Struggles and Opinions of Turkish Pre-Service Science and Math Teachers

Presentation

Rebecca Ferguson, my mother

Jacob (1999) talks about his experience of creating and running a Scratch club (4 years experience)

When I was 9, my three friends and I decided to start a Scratch club. We planned and ran weekly sessions covering a wide variety of subjects, exploring block functions and developing complex projects. We ran the club because we thought that Scratch would be very interesting to teach, and we wanted to challenge ourselves. Teachers played a role by supervising our activity and sometimes encouraging us. For each session, we first met to plan the lesson theme and to select the new block for the week. Between 20 and 30 members attended each session. Some progressed faster than others, so we adapted our lessons to suit everyone. Each week, we used member feedback to help plan the next session. In 2010 we entered the UK national Y-Factor competition for innovative education with these videos: http://goo.gl/ickmJ http://goo.gl/dEtrP When we were aged 11 and in the final year of primary school, we trained children in the year below to take over the club. When we moved to secondary school, we decided to run a Scratch club there. Our IT teacher was supportive. However, we faced some problems. We had fewer members, as Scratch was part of the school curriculum. Finding a teacher who was willing to supervise us in the computer lab took months because teachers were too busy to support another club. The club had many benefits for its members, who had fun and learned to program. I was inspired to go on to run a YouTube Scratch channel (Mr Scratcher), and to learn to program in Java and HTML with Code Academy.

"

Presentation

Joan Gelabert Vich, professor secundària, Escola d'adults de Calvià, Illes Balears

a) that can be shared by any person or b) suitable for everybody

• whether or not visual impairment and / or low vision. A person with: limited nobility/reduced mobility or mobility problems.

This is a set of exercises created with Scratch, with the help of cards / RF chips built-in physical pieces - to interact by touch and sound with your computer. Cards / chips RFID (Radio Frequency Identification), can replace the mouse and even keyboard. Activities, distributed levels, providing knowledge shapes: triangles, polygons, the quadrilaterals, and all the basic forms that can be taught in secondary and high school. This project is presented in a didactic case with all parts needed to perform the exercises. Part of a major project ""Challenges digital solidarity"" (https://sites.google.com/a/xtec.cat/rds/). Link video: goo.gl/YR1ZZ Link web: www.sacosta.org/rfid (catalan version) www.sacosta.org/rfid_castellano (spanish version) This project was awarded first prize in the category ""Science, Technology and Values"" in the last congress ""Science in Action"" held at CosmoCaixa Alcobendas (Madrid) in October 2012"

Ignite Presentation

Carlota Bujons and Juli Barrionuevo (Escola Projecte)

Before each session there is a short meeting to write a draft of the contents and there is also an after-session meeting where the teachers share their notes and discuss the difficulties that the students had. All the sessions are recorded on a diary with pictures of the projects and links to the Scratch Gallery. Our goal is to repeat the method next academic year with the new teacher becoming the leader of the sessions and training another teacher so we can guarantee that teachers using Scratch in their classrooms have enough resources and self-confidence to do it. "

Workshop

The participants have to program virtual robots so that they adapt to a new environment. Programming language is Snap/BYOB, OOP with delegation."

Panel Discussion

Presentation

In this session I will discuss the motivating contexts we use in our introductory Scratch programming units and how they encourage pupils to gradually develop their confidence and ability to think computationally. We’ll also explore the sequence of activities we use and the methods we employ in Crieff High School in Scotland to keep all students fully engaged.

Finally I’ll outline some of our thoughts about assessing pupils' learning and the trade-off's we've made to allow pupils to demonstrate what they know without stifling their creativity."

Presentation

This was music to my ears, because I’d just been asked by The Royal Society of Edinburgh (Scotland’s national academy) and the British Computer Society to exemplify the teaching of Computer Science (CS) to high school students in Scotland and beyond. A new national curriculum also provided an opportunity to cement CS and computational thinking firmly within the curriculum and reverse a recent decline in uptake.

To reinvent our subject, we must provide students with an experience of CS that’s accessible and exciting. What better way than to tap into the Scratch revolution? But CS is too difficult for most early high school students, right? Wrong! Scratch changes that.

Drawing upon the latest pedagogical research, I’ve created three extensive resources (based around Scratch and BYOB, as well as MIT’s App Inventor), that deliver CS in a way that’s relevant to students’ own digital lives. Introductions teach the history and theory of computing. Screencast tutorials teach program creation. Discussion-based questions and algorithm design reinforce computational thinking. And a project enables meaningful interdisciplinary learning – a cornerstone of Scotland’s new curriculum.

Results were better than I could have hoped for. Pilot schools reported huge improvement in student engagement, classroom discipline – and interest in taking CS further. Students were also better-prepared when progressing to text-based programming languages.

The materials have received widespread acclaim and form a flexible resource that any teacher can use and adapt. They are available from: www.royalsoced.org.uk/1034_ComputingScience.html "

Presentation

Presentation

Rui Gonçalo Espadeiro - Universidade de Évora - CCTIC

We designed a pilot study aimed to investigate the adequacy of the dimensions present in the referred framework, in the context of initial teacher training, as well as evaluating the attributed relevance to the development of computational thinking by future teachers as part of their raining process. A sample of 44 students participated in the research selected from undergraduate and master's courses. A qualitative research methodology was adopted, using Programming Scratch Language and multimedia projects, reports and focus-group interviews as main data collection techniques. Preliminary results of the pilot-study will be presented and discussed the importance of providing experiences and learning opportunities to the initial teacher training students, appropriate to the development of computational thinking so that students can, as citizens, to prepare for an increasingly demanding and complex society and, as future education professionals, to take fully advantage educational potential of the computers."

Presentation

David Hellam teaches ICT and Computer Science at Riverside School, Prague. David is also a Google Certified Teacher and the Czech Republic's 2012 National Award winner for the EU-sponsored U4Energy project - best classroom activity to raise energy awareness."

Poster/Demo

"A «quiz-motor» for making quizzes about any subject in education based on Scratch as software and Buzz!-buttons as hardware."

Panel Discussion

"Scratch Club Members: Jorge Jatniel Villanueva Reyna (9), Paola Villanueva Reyna (7), Jesús Carlos Velázquez Reyna (5), Sofía Velázquez Reyna (7), Edoardo Guerrero García (8) Mother: Livia Fernández Álvarez Educator: Vera de León "

"

Poster/Demo

Javier Vidal

Workshop

Scratch Club Members, Owen Laureano Martínez, Fernando Guerrero García.

"

Presentation

Poster/Demo

"

Workshop

- Development and dissemination of OER (Open Education Resources) for preschool/primary school/SEN learners (a possible usage of the 'remix' idea by teachers and parents);

- Development of interactive projects for Sciences and Arts with sensors (Lego WeDo, MS Kinect, Moway, Raspberry PI, etc);

- Design and development of interactive storytelling projects and games for STEM and Computer Sciences.

The relations between Scratch and other visual programming languages and environments will be also used (like BYOB, Scratch 2.0, App Inventor, etc).

The activities are suitable examples for PBL (Project-Based) and IBL (Inquiry-Based Learning).

The workshop will have the 'Scratch Day' mood where fun, programming, discovery and sciences are sharing among participants."

Workshop

mOway gives life to everything the students program on their screens, and helps them to understand and assimilate concepts

Its goal is to be a practical tool inside the world of education. The major advantage is its fast learning curve. Students obtain results from the first lesson, generating a high level of motivation among them. Moway helps to develop personal abilities as diverse as creativity, interest in further learning and teamwork. We want to take the advantage of this occasion to present you our last new, Moway is now programmable with Scratch. We think, now Moway is a complete solution, the same tool for primary and for Secondary School. With Moway robot you could check in a real way what you are programming on your Scratch screen. We want to offer everyone the opportunity to learn how to program a robot with Scratch, and check it in a simple way.

I want to share with you this video which includes some examples of Moway with Scratch

http://youtu.be/55GnP4rZNAc "

Poster/Demo

"Short CV José Alberto Lencastre is Assistant Professor (Visiting Professor) at University of Minho, in Portugal. Works in Education Sciences in the field of Educational Technology. He received his PhD in Educational Technology from University of Minho in 2009. His research interests include e-Learning, teaching and learning trough the Web, ICT in teachers training, teaching resources and usability. He is author and editor of books about e-Learning and blended learning. He is responsible for the ""Building (e-)Learning Bridges"" project, a Grundtvig Learning Parnership (Project reference: 2012-1-PT1-GRU06-12160 1. Funding: National Agency for Lifelong Learning Programme). He has 22 items of technical production and 37 items of scientific production. Curriculum Vitae in DeGóis: http://www.degois.pt/visualizador/curriculum.jsp?key=6304892866742478"

Promoting computational thinking with 8th grade students by developing games. What will be the impact of this strategy?

The project is being developed in Information and Communication Technology (ICT) subject. One of the curriculum’s targets is the exploration of computing environments and project’s development. Being Scratch a ""(...) visual programming environment lets users create interactive, media-rich projects"" (Eastmond et al., 2010, p.1), I decided to conduct a demonstration to my students that seemed very anxious to try Scratch. Attempting to give the project an interdisciplinary dimension, the Art teacher was invited to draw Sprites and Stages with the students to their projects. The fact that there is a Road Safety Club in this school, and looking to take the project out of the classroom, I asked for it´s cooperation and developed in my class Scratch games about road safety. These games will be published in Scratch official website and offered to this club to serve as resources to their activities. The basics of the tool are being transmitted through the allocation of tasks oriented towards problem solving, according to a constructionist perspective. Looking for students to learn how to learn: “the kind of knowledge most children need is the knowledge that will help them to get more knowledge."" (Papert, 1993, p.139). So far students have shown interest and willingness to learn programming in Scratch.

"

Presentation

"Fırat University Scratch Team "

Presentation

Workshop

kids can code, debug and be agile. Use scratch in the classroom to teach both the students and instructors.

I will case study 3 different primary school projects that I have completed using scratch for animation, games and with Lego Wedo. This is what one of the Primary teachers had to say. ""Having an experienced lead Computer Science teacher run our first Scratch lessons, with one class, last year, gave us the confidence to roll this out to all classes in Year 2 this year. It showed us that the children and teachers were more than capable of programming. Level 3 and gifted and talented ICT levels in last years trial class were far higher than other classes, where pupils had not been given the opportunity to show their computing capability. This year at pupil interviews Year 2 girls and boys spoke with enthusiasm and excitement about creating their own games using Scratch and becoming programmers.

Now we are working with Genevieve again, this time to extend the CPD opportunity to teachers beyond our own school, we hope to help other schools find the confidence to embrace the challenge of teaching a more rigerous programming content at KS1 and KS2.""

Provided in the workshop are lesson plans for teachers and a student resource workbook. After attending this workshop and with the aid of the resource materials the educators will be able to return to their schools able to teach Scratch to their students.

We will also take look at SNAP & ENCHANTING: Snap is an in browser version of Scratch which works on the iPad. Enchanting is ""scratch"" for NXT Mindstorms. (I will have 1 Wedo and 1 NXT with me)."

Presentation

"

Poster/Demo

"About RO-BOTICA RO-BOTICA has been training teachers in scratch, among other systems, for almost two years and we know once teachers have some control with the program environment they are looking for new opportunities to improve and enrich their experiences. RO-BOTICA brought to Spain for the first time for sale in a store the picoboard, WeDo systems and Arduino board and started a series of hands on sessions to promote their use in schools; teachers' answer was great and now we can proudly say that we are a reference for them in this area. http://ro-botica.com/WeDo_LEGO_Aula_Robotica.asp"

There are some approximations like “Enchanting” to program the NXT system in Scratch environment and it will be prognosticated that the new A Linux OS (very hackable!), which will be released under an Open Source license, could open new opportunities to developers and advanced teachers and students as well. NXT system is well known everywhere and it opens a door to teach code in school, it's quite attractive for children, and it’s a good media to promote other systems and software environments. Into the Poster/demo modality we will have the new EV3 robot to handle demonstrations and explain new features of the system. We will show as well new software environment and show several programming examples. Answer teachers questions about differences respect the NXT 2.1 and coming opportunities with this new model, real world interaction possibilities and combine work with scratch projects."

Presentation

"About RO-BOTICA RO-BOTICA has been training teachers in scratch, among other systems, for almost two years and we know once teachers have some control with the program environment they are looking for new opportunities to improve and enrich their experiences. RO-BOTICA brought to Spain for the first time for sale in a store the picoboard, WeDo systems and Arduino board and started a series of hands on sessions to promote their use in schools; teachers' answer was great and now we can proudly say that we are a reference for them in this area. http://ro-botica.com/WeDo_LEGO_Aula_Robotica.asp"

We will show as well new software environment and show several programming examples. Answer teachers questions about differences respect the NXT 2.1 and coming opportunities with this new model, real world interaction possibilities and combine work with scratch projects."

Presentation

"Marek Nowicki, N. Copernicus University Michał Gawarkiewicz, N. Copernicus University Lucyna Bała, School no. 8, Toruń"

Poster/Demo

Alethe Bailey, Senior Lecturer in ICT, Newman University, Birmingham, UK

This year working with a group of pre-service teachers, who designed and developed computer games to both explore and develop their understanding of computing principles and concepts, we investigated the Computational Thinking Framework developed by Brennan & Resnick (2012) and its key dimensions: computational concepts, computational practices and computational perspectives.

This poster illustrates the approach we undertook to practically assess the key dimensions of the Computational Thinking Framework as pre-service teachers learnt the art and craft of programming using Scratch to create computer games as a response to given design scenarios. In particular the poster focuses on utilising Scrape (Wolz, Hallberg & Taylor, 2011) as a viable tool for project portfolio analysis of digital artefacts created by the pre-service teachers. The poster illuminates how Scratch and Scrape can be utilised to enable a learner to discover the Computational Thinking dimensions that they engaged with in producing a computer game and enable the learner to critical self-reflect upon and identify their areas of developmental needs (Black & Wiliam, 1998)."

Presentation

Andrew Sula - Technology Volunteers, Warwick Volunteers, Warwick University, Thomas Preece - Technology Volunteers, Warwick Volunteers, Warwick University, Susan Ettenheim - Eleanor Roosevelt High School, New York

This presentation shall reveal what we have learnt, and demonstrate some of the new creative applications we have found for Scratch."

Ignite Presentation

"Sam Edwards, Technology Volunteers, Warwick University Thomas Preece, Technology Volunteers, Warwick University"

Our fast-paced ‘Ignite Presentation’ will demonstrate the building of a simple physical interface to Scratch using a few buttons, a cardboard box lid and a Scratch PicoBoard. In only five minutes, we shall build the interface and write some Scratch games to show what it can do. These games will include a reaction-based game, and a ‘Simon’ memory game.

As we race to beat the clock, we will be talking through everything we do. If all goes well, you will see how easy creating physical interfaces for Scratch can be. If not, it will certainly be entertaining....

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Please see http://go.warwick.ac.uk/TechVolunteers/Scratch2013/Ignite to view our short video.

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Workshop

"Andrew Sula - Technology Volunteers, Warwick Volunteers, Warwick University Thomas Preece - Technology Volunteers, Warwick Volunteers, Warwick University Margaret Low - WMG, University of Warwick"

Presentation

Juan Carlos Lopez, Association High Abilities Without Limits.

Learning to assemble parts into a robot, and then move it. That is the challenge that was proposed four years ago Juan Carlos Lopez, a member of AMPA CEIP Ariño Calixto, when he began to voluntarily provide a series of workshops to students of the school as an extracurricular activity. Since then, more than 50 young people have enjoyed learning of Robotics in the School, a pilot program that develops in the Calixto Ariño and has the support of the Zaragoza City of Knowledge Foundation, and the Association High Abilities Without Limits."

Workshop

"Yoshiro Miyata, Chukyo University Tomohiro Ueshiba, Chukyo University"

Using rhythms and sounds, the audience will create music for the 'Poppet Show'. At of the show they will be the performers.

In the Scratch Conference in 2013, we will develop this workshop further so that the participants will collaborate to create music during a “Poppet show”.

The Poppet will interact with virtual characters in an interactive Scratch project with sensors (nanoboards and/or kinect) and by incorporating live images and sounds. We will start with a puppet show on the stage and the audience will create music for the story with rhythms and singing. In the end the audience will be the performers in the show.

We would like to demonstrate that the gap between the “High Ceiling” and “Low Floor” in Scratch can be bridged, by making high-quality expressions in the real world accessible to beginners and young children.
We will also try to demonstrate the following points:

How Scratch can be used as a media tool for a group of people to collaborate to create some expression. How we can create a high-quality design using Scratch and sensors. How we can record and package the performance, with the “Real time video”, which we presented in the closing session of the Scratch@MIT 2008 Conference, to bring a reflective perspective to the workshop."

Presentation

Nevenka Spalevic, Mathematical Grammar School, Serbian School with the High National Distinction Status

most liked course in the curriculum? We have tried hardly and managed to create each lecture as a performance by modulate cognitive load with: games (computer simulations made in Scratch), interactive learning activities (quiz made in Scratch), case discussion (observe and change test case in integrated development environment like Scratch), engage pupils in modeling real-life activities (by creating suitable mathematical models in Scratch) and increase their comfort with information technology. We were delighted because our pupils are capable not just to follow us intensively, but they, also, can be completely devoted and enthusiastic in creating complete framework in Scratch that model tasks from our national competitions in mathematics and computer science and visualize solutions. We have applied Scratch project as supporting teaching material even in courses that deal

with operating systems and computer networks. Also, we are honored that our complete localization of user interface is used in Serbian high-schools and faculties."

Presentation

Dr. Aisling Leavy, Mary Immaculate College

The educational promise, Scratch, affordances and challenges, as seen through the eyes of children and their (student)teachers

Poster/Demo

"Jose Manuel Sáez López, Universidad de Murcia, Spain Lorraine Leo, Jackson School, USA Srinuan Wongtrakoon, Baan Samkha Community School, Thailand"

Collaboration in World Museum for expanding creative mindset to build a global learning community for 21.

In the WMP, we have designed three types of collaboration (see the WMP website for details):

• Collective collaboration: participants contribute individually created small Scratch projects, which are included in a larger scale project based on Scratch. (Example: World Friends Project).
• Dialogical collaboration: participants remix each others’ Scratch projects to carry on a dialogue. (Example: World Friends on Tour Project).
• Integrative Collaboration: participants work on a large artwork together to discover a sharable meaning. Example: Kids Guernica Project.

These projects were developed by the teachers or sometimes by the children, as their interests and motivations grew.  We observed that the participants’ “Creative Mindset” (motivation to create something new) expanded from the products (creating interesting Scratch projects), to personal relationships (create good relationships), to meaning (create products with sharable meanings), and to communities (to create a community of learners).

　We will discuss how the Creative Mindset expanded in the course of several collaborative projects. We then compare these observation with the learning process in real-world communities including the Baan Samkha Community in Thailand (aka community that learns) and discuss implications for building a global community in which we all contribute and learn from each other."

Presentation

Pablo Garaizar - DeustoTech Learning, University of Deusto, Mercedes Jimeno Badiola - Physics and Chemistry teacher, Nazaret zentroa, Gipuzkoa, Koldo Olaskoaga - teacher EASO Polytechnic Institute, Gipuzkoa, Oskia Alvarez Erburu - Arts & Crafts and ICT teacher, Urdaneta School, Bizkaia, Cultural educator and community artworker in Isuri Creative Services. All of them part of the organization team of Scratch Eguna http://scratcheguna.eu/

Scratch Eguna is sequenced throughout the school year in various stages. First, spreading the initiative. Second, training school teachers. Third, mentoring the work of student teams at schools. Finally, the Scratch Eguna, a science fair where young programmers of 5th and 6th grades share their Scratch knowledge and provide live demos of their work in a non-competitive environment.

Scratch Eguna places the emphasis on the children. Through a learner-centered approach, enables children to lead their own learning process. Considering Scratch knowledge naivety of school teachers, they adopt the role of facilitators, fostering self-learning processes in their students. This approach has been tested over the last three years with very positive results. Consequently, the Scratch community of the Basque Country is bigger than ever and some of the schools are considering to develop programming skills as a part of their curricula. Moreover, Scratch Eguna has been endorsed by the Institute of Educational Technologies and Teachers Training of Spain with the ""Best Practices 2.0"" award. Our aim is to continue improving the Scratch Eguna’s methodology to engage more and more people in this participative learning approach. Therefore, this year we will invite students from the 1st Stage of Secondary School to take part in Scratch Eguna in order to show new ways of using Scratch to younger participants. From our perspective, fostering teamwork, creativity, and interest in research are the most valuable outcomes of Scratch Eguna, and we firmly believe our future society will take advantage from them. "

Presentation

Pablo Garaizar, DeustoTech Learning, University of Deusto

The course covers several kinds of video-games and provides step-by-step tutorials to build them from scratch. The first section explains typical videogame mechanisms (i.e., scores, stages, etc.). The second section shows how to build a simple “snake” game using Scratch 2.0 new features like cloning or saving high scores in the Cloud. Section 3 is aimed to create a “Pang” version where simple Physics knowledge is needed to define the movements of the balls. In the fourth section of the course, we use a “Pac-Man”-like game to introduce basic concepts of Artificial Intelligence. Section 5 is focused on horizontal scrolling games like “Super Mario”. Non-arcade video-games are explained in section 6 with a two-player “Checkers” videogame. Finally, miscellaneous demos and proof-of-concepts are shown in section 7.

We want to explain how to create completely finished games, not simple demos. Therefore, each section shows every aspect involved in their development (i.e., architecture, design, fx, coding). In summary, our aim is to create an environment where students and teachers could learn how to use their Mathematics, Physics, or Arts knowledge in a fun-oriented way."

Ignite Presentation

I know I've not enough data to demonstrate changes in the behavior & thinking process but I feel Scratch have had a direct influence"

Presentation

Kersti Antoi, Irina Amitan, Juri Vilipold, Jaan Ubi

We have, for years, made use of Excel’s VBA, as a programming environment, whilst teaching to non-information technology students. According to our approach, VBA and Scratch have a lot in common. An Excel worksheet, is a big canvas, onto which a number of of graphical objects can be placed. There are a number of VBA methods and functions that that have unambiguous equivalents in the form of Scratch blocks (e.g. set color). We provide beginners with ready-made procedures, to be used as ‘black-boxes’. For example, we have procedures, that correspond to Scratch blocks wait, move, glide, touching etc. The primary control statements of VBA and Scratch are closely akin. All this enables a faster transition to more serious tasks we undertake in VBA. As a result of our initiative, a non-mandatory course ‘Fundamentals of Application Development and Programming’ has been included in the curricula of Estonian high-schools. Currently we are in the final phase of developing study materials, testing them in pilot schools as well as during classes held for high school students and teachers in TUT. Scratch is used for programming – in the main module (20-25 hours). An additional module (10-15 hours), applies a text-based programming language – VBA or Python. "

Presentation

Carlos Joaquim Luis, Ana Rita Teixeira

The Scratch game follows the model of traditional watch hands, easy to read and manipulation, where questions are raised accompanied by audio and written form. With the integration of sensors board Picoboard, the interaction with the clock to execute bids placed on issues may be made by a joystick, a steering wheel, a mouse, a external buttons to keyboard or other interface. As children have difficulty in accurately handling, the labelling of the hours and minutes, the pointer has a tolerance of 15 degrees to each side. The game has simple rules with 3 difficulty levels and was developed as part of a Masters of Human-Computer Interaction (HCI) program in Polytechnic Institute of Coimbra - Portugal, where human factors of context and usability aspects are learning elements in Scratch. In this context of HCI, this experience serves to study and to analyse the impact of Scratch in the interactive educational environments with SEN children. "

Workshop

Ricarose Roque, Sayamindu Dasgupta, John Maloney - MIT Scratch Team

Workshop

John Maloney, Ricarose Roque, Champika Fernando - MIT Scratchteam

Presentation

João Gilberto de Matos Orvalho, Diogo Ribeiro Sérgio - ESEC

Ignite Presentation

Learning Scratch for computational and creative thinking: as a new approach to enhance the primary school teacher education.

- Are we clear about what is wrong with computer science and ICT in schools now ?

- More importantly, are we all clear about exactly what we want learners to be able to achieve as a result of studying computer science?

(The full document is attached) "

Presentation

which are didactically broken down to fit into time slots of 45 minutes or even less. The talk gives a short overview on the work done so far and proposes a new piece in the series where there is live programming with scratch done with (and by) the audience. First experiences with that approach will be reported.

End of session description -- Not to be included in the program:

Records include the following international conferences: 01.04.2009 International Seminar 'Preventing the brainware crisis'

  Schloss Dagstuhl, http://www.dagstuhl.de/09142

27. - 29.09.2010, Symposium ""25 Jahre Schulinformatik"" Austria

  http://it.ph-noe.ac.at/2011/?attachment_id=576

14.05.2011 ICT Konferenz der Pädagogischen Hochschule Bern,

  http://kibs.ch or http://famity.de/20110514_PH-Bern_Tagungsprogramm.pdf

A piece of my work on youtube (TEDxYouth Conference): http://www.youtube.com/watch?v=060qkEla37M (in german)"

Panel Discussion

Jonatan Mosner

Scratch Wikis are free, collaboratively-written wikis that provide information about the Scratch programming language and the website, history, and phenomena surrounding it. Scratch Wikis are a popular source of information for scripts and tutorials, and they continue to grow as Scratchers use them as their primary source of information.

After the English Scratch Wiki started independently in 2008 as a grassroots movement “by Scratchers, for Scratchers”, the Scratch Team saw it and helped to establish it by integrating it in the Scratch website.

The first international "sister-project" was the DACH-Scratch-Wiki in the German language that started in February 2012, again independently, and has over 300 articles and a very active community from Germany, Austria, and Switzerland. The Scratch Team decided to encourage Scratch communities of other languages to build up their own Wikis and to help them, but also to let them work independently.

The informal German Scratch community, as authors both of the English and German Scratch-Wiki, and related articles in Wikipedia, found out how helpful Wikis can be:

• to motivate teenagers to keep using Scratch for longer, and transfer their experience to younger kids and new generations of Scratchers
• to build up communities of certain languages and connect them to each other
• to learn about MediaWiki and contribute in sharing knowledge worldwide not only related to Scratch but generally
• to build up connected knowledge-platforms for kids, teenagers, students, parents, teachers and scientists
• to make visual programming, and so programming itself, more popular

If your native language is not English or you are interested in foreign languages, you are invited to found a wiki or contribute to an already existing Scratch Wiki of your native language.

At Scratch Connecting Worlds 2013 in Barcelona we hope to meet other Scratch Wiki authors and admins and to motivate other language communities to build up their own native Scratch-Wikis, that could all be linked by Interwiki, like on Wikipedia.

If you are a group of >4 very interested Scratchers of your native language, we would like to help you starting with our experiences and ressource even before the Scratch2013BCN starts: Please write us to: info[ät]scratch-dach[dot]info.

By the way: It could be that Scratch and BYOB/Snap! are actually (as of February 2013) represented much better in the German Wikipedia than in the English one? (see here). Who of you wants to change that? Who of you wants to start with Spanish or a French Scratch-Wiki, and, after it has grown to an established and trustful source of knowledge about Scratch, use them as perfect references for Wikipedia articles in those languages? Possibilities are fantastic: You only have to make a start!

Poster/Demo

Make computing meaningful with collaboration, storytelling, and social issue themes-- Scratch It On

Workshop

"Jens Mönig, MioSoft Corp. Dan Garcia, UC Berkeley "

SNAP! (Build Your Own Blocks) is a free, graphical, drag-and-drop programming language inspired by and modeled on Scratch. Scratch, designed for 8-14 year olds, models programs as ""scripts"" without names, arguments, or return values. SNAP! adds support for older learners (14-20) by adding named procedures (thus recursion), procedures as data (thus higher order functions) structured lists, and sprites as first class objects with inheritance. Participants will learn SNAP! through discussion, programming exercises, and exploration. See http://snap.berkeley.edu for details. Laptop required."

Panel Discussion

"Brian Harvey, UC Berkeley (co-developer of BJC) Jens Mönig, MioSoft (lead developer of Snap!)"

pilots for a new Advanced Placement high school course to be introduced in 2015. (Advanced Placement courses allow students to earn college credit or placement if they do well on the final exam.) The purpose of this course is to attract nontraditional computing students (especially women and minorities, but also non-STEM majors) to the breadth and depth of ideas in modern computer science. The United States National Science Foundation wants to prepare 10,000 new high school computer science teachers to teach the new AP course by 2015 (the ""CS10K"" effort). We will each share our perspective on the course, explaining the curriculum, results from teaching this for several years, and talk about the development of ""Snap!"" (Build Your Own Blocks), a graphical programming environment based on MIT's Scratch that we use. http://bjc.berkeley.edu/ "

Poster/Demo

Kazushi MUKAIYAMA, Associate Professor at Future University Hakodate

Material Programming is a visual programming development environment with material which means real blocks of Scratch.

http://youtu.be/mNmLLsgHmSc"

Presentation

Studio is a learning environment based on live sharing and creating collaboratively, inspired by Pixar Studio innovative management and designed to be lived as a just-in time learning experience. The initiative is organized in video games and cartoons creation week trainings, 10 hours by session for the younger ones, 30 hours for the older ones (more than 14 year's old). To date, more than hundred young people have attented the Jr Studio trainings, essentially based in Paris, with the collaboration of the Pompidou Center, and Simon Lefranc Youth and Cultural Center. In this presentation, we will explain how each training is managed, the way we let young people deal with project management, the free software educational workflow we are using, and show some videos of the way young people connect to their environment. We will propose at the end some improvements to Scratch when used intensively for team projects."

Workshop

Russell Boyatt, Jane Sinclair

Hear how young people program robot gardeners using enchanting and LEGO MINDSTORMS. You can even have a go yourself!

Over the summer the authors have been piloting The Robot Garden, an activity for use at Key Stage 3 and 4 to engage students with current topics in robotics research but also with the underpinning computer science.

Come along, program seed dispensing robots (using LEGO MINDSTORMS robots programmed with Enchanting - based on Scratch) and hear about the successes and challenges we faced. "

Workshop

"John Maloney, MIT Scratch Team Ricarose Roque, MIT Scratch Team Champika Fernando, MIT Scratch Team"

Presentation

The goal of these experiences was to present the Scratch programming environment to future teachers of elementary school. These teachers will soon experience curricular changes in their future profession. These changes include the integration of the computer as part of the curriculum. During these meetings we explored the current content of mathematics in the curriculum. This exploration revealed that the majority of problems studied in mathematics respond to a common structure. We called these problems type-A problems. The Program for International Student Assessment (PISA) in its report of achievement levels in mathematics indicates a general low performance. In addition, type-A problems are found to be of little value in normal life. Type-B problems are essentially different from type-A problems. They are part of our everyday life. These problems present a structure and type of solutions different from type-A problems. Type-B problems require and environment where we can experiment with designs and implement solutions. We can explore type-B problems using Scratch. It provides us with an interactive environment where we can experiment with designs and implement solutions. We collected feedback from the participating students. This feedback was collected through quizzes and questionnaires, and will be presented during the conference. The students of the University of Alicante and the University of the Basque Country participated in face to face seminars, while the students of the University of Extremadura participated via webinars. This experience has allowed us to discover the relative little value attached to type-A problems. Type-B problems on the other hand have been found to be of great value and interest. Scratch was the environment that allowed us to explore type-B problems."

Workshop

Learn how to program extensions for Snap! and start interacting with the real world!

• The Python language • Finding compatible hardware • Setting goals for your extension • Finding a Python hardware library • Connecting the hardware to Snap! • Creating hardware-specific blocks "

Presentation

Scratch 2.0 is web-based, which limits the ability to connect to the physical world. See how Snap! connects to the real world

Ignite Presentation

Forum Education Science Culture is a non profit structure based in Saint Gratien near PARIS in France.

"

Presentation

"In situ (BCN): Jordi Freixenet Videoconference: children of Shanti Bhavan school (Tamil Nadu, India) "

Inventors4Change aims to provide tools to the children so they can invent for themselves the changes they want to see in the world. The project will consist of a network of schools and organizations which use Technologies for Creative Learning in DE issues. The project will have a website where the main users will be children, and Scratch will have a central role in the portal. Periodically, we will launch thematic challenges (that will address major problems of humanity: hunger, poverty, global warming, etc.), open to children around the world, who will share their Scratch projects with their solutions and inventions. The open challenges are designed to connect children from around the world and allow them to work together, cooperate, and share interest in the same project. The idea of the project received 2 awards: MovimientoE3-Telefónica award, and #IdeasParaMejorarElMundo (Univ. of Salamanca). A member of our team will be working in a rural school for poor children in India during the conference, and we set up a videoconference, letting the children explain their experiences. This project is driven by UdiGital, a strategic research unit of the University of Girona in the field of ICTs and Multimedia."

Ignite Presentation

"Eleonora Pantò Dschola (Torino) & CSP (Torino) - Italy eleonora.panto@gmail.com"

Ignite Presentation

Eduard Muntaner-Perich, Xavier Lladó, Marta Peracaula, Meritxell Estebanell, Joan Vallès, Jordi Freixenet - University of Girona

Ignite Presentation

Eduard Muntaner-Perich, Mariona Niell Colom, Marta Peracaula - University of Girona

TICTAC is a Development Cooperation project of the University of Girona focused on helping two elementary schools in Catalonia. These two schools, in the cities of Girona and Salt have very high immigration rates (greater than 85%), and are in danger of becoming “ghetto schools”. The two schools have regularly visited UdiGital.edu for two years, where they actively participated in several workshops and activities designed by our team. In a very significant part of these activities children use Scratch to learn to express themselves creatively through technology, and then as they progress, they participate in workshops of different nature: LEGO robots, art, science, astronomy and technological gymkhanas in the city.

The long term goal is that these children will become agents of change, creative and innovative in their own communities, and, committed to their social reality they will be able to propose new alternatives to improve their quality of life, and to implement projects to create wealth in different social fields.

More information in this video (with English subtitles): http://vimeo.com/60671487 And in our blog (in Catalan): http://udigital.udg.edu"

Workshop

None but am willing to resent with others

Ignite Presentation

None

Presentation

None but willing to present with others

Poster/Demo

None but happy to present with others

Workshop

Panel Discussion

Presentation

Ignite Presentation

I think it would be topical for the conference :)"

Poster/Demo

I'd like to show how we're using it with CoderDojo tutorials like this: http://scratch.saorog.com/blog.php/index.php/coderdojo-scratch-tutorials/ and college resources like these: https://dspace.ndlr.ie/browse?type=author&value=Howell%2C+Stephen"

Poster/Demo

It's been used in projects such as Hairball, a framework for static analysis of Scratch projects which was presented at SIGCSE; and ScratchNXC, which compiles a subset of Scratch commands to Mindstorms NXT programs.

Kurt also includes a compiler, which converts all the scripts in a project to text-based scratchblocks code, as used on the forums, and converts all the costumes to image files.

You can use kurt for:

• generating projects from Python code
• analysing projects
• converting to other formats

I'll talk about what kurt can do, how to use it, and might demonstrate a couple of projects."

Panel Discussion

Workshop

Michele Cagol, Free university of Bozen

Poster/Demo

Want to program robots with Scratch/Snap! or make games that use Wii remotes? See Snap! control Lego NXTs, Wii remotes and more

Ignite Presentation

Explore the possibilities of connecting Snap! with the real world and programming with multiple hardware interfaces.

Panel Discussion

"Panel: Peter Donaldson, CAS Scotland, Crieff High School, Perth and Kinross, UK Clare McInerney, Education and Outreach Officer, Lero – The Irish Software Engineering Research Centre, University of Limerick, Ireland. Claire Rocks, Computer Science, University of Warwick, UK Frank Sabate, Escola Projecte, Barcelona, Spain. Genevieve Smith-Nunes, CAS Master teacher & Hub Leader, Sussex Downs College, Lewes, UK. "

What do educators consider to be enabling factors and barriers to wider adoption of Computer Science activities?

Computing At School would like to invite other interested parties to be part of this discussion to share ideas."

Presentation

Art Techne is a unique graduate level technology integration course designed by artists, Carmin Karasic and Sam Smiley. Artists are good at seeing the relationship between disparate things. Sam and Carmin saw many interesting possibilities for pedagogy links between art, game design, and interdisciplinary topics. In this course, students discover and exploit such links, to build projects that demonstrate their viability in learning environments.

The underlying concepts and technologies learned from the course readings, discussions and projects are synthesized to create a simple educational game in Scratch. From the first class, each weekly experience further prepares the student to think logically about project development, while keeping in mind the importance of visual impact and simple interactivity. Each student ultimately becomes a Scratch game developer. "

Ignite Presentation

Ana Paula Pina, Bárbara Cleto, Filipe Galego, João Marques

Workshop

Presentation

In this presentation S4SL and SLurtles will be demonstrated and tips on using them with students will be shared. Examples of interactive constructions created by collaborative teams of students with no previous programming experience will be explored, such as an enchanted forest, jack-in-the-box and superhero fortress. "

Poster/Demo

Programming robots to select balls

Keynote

Karen Brennan

& Harvard University GSE"

Keynote

Keynote