One of the more fun, active, and interesting things that you can do with your micro:bit is to turn it into a step counter. These things are so popular in today’s world; a phenomenon starting with the Fitbit device. Now, you’ll find that counting steps is just one feature of a watch or smartphone that you own.
Making your own using the micro:bit is a pretty easy task and is one of the activities that you’ll find at the project page of the makecode resource. Or, another resource that goes a bit further in Python here.
While a lot of things can be created and run in the editor at the site, this activity is one that you’ll want a real physical micro:bit to play around with and to test.
The key to all this working is an example of another way of having the micro:bit accept input. You’re not going to use either the A or B button here but rely on the fact that the micro:bit can detect when it’s shaken. The assumption here is that each step will generate a “shake”.
I found that it worked nicely. Accuracy isn’t necessarily the goal here; it’s to get the excitement from seeing the activity in action.
In order to fully test it, you’ll need to attach the battery pack (and batteries $$) to the micro:bit so that, once you’ve loaded your code, it will work without being attached to your computer.
I took mine and tucked the micro:bit and the battery pack inside my sock and then took it for a walk. I did so some counting and it did display a count after I stopped and removed it. Unlike my watch, it’s a little more different to get an ongoing count while actually walking! I need transparent socks.
For your morning smile, I will admit that it did feel a little like being under house arrest and having to wear an ankle bracelet. (not that I’d really know) But, with the exercise complete, there really was a bit of a Wow! factor. You really can do some pretty sophisticated programming with this thing.
I think back to my original post for this series of posts about the micro:bit. Could I have done this in an hour when I first started to program? Absolutely not. Even the concept of the step counter would have been foreign at the time. But, in today’s world, what a wonderful introduction to the concept of real-world application programming for students!
In particular, I’ve got my micro:bit out and am playing around with it using the Python programming language and the tutorials that can be found here. It’s lots of fun for me and I don’t hesitate at all when using the word “playing” in this paragraph.
If you’ve ever programmed in Python, you know that it’s a text-based language and I keep having to make sure that the syntax that I’m using is correct. There is a lot of room for error.
And, growing up learning to program, error was just part of the game. You learn to check and double-check to ensure that everything is correct.
I first learned to program in high school. Wait, Doug, they had computers back then?
Yes, indeed. Ontario even had a curriculum. It was called RP-33: Data Processing and was released in the 1960s. In 1970, there was also Informatics, Intermediate and Senior Division.
We didn’t have a computer at our school actually; we wrote our programs on punch cards and they were shipped to Althouse College in London to be run over night. The next day, we had a chance to see how well we did. Our programs were run on the computer (if I recall correctly, it was an IBM 1130) We programmed in the Fortran IV language and most of our programs were related to business functions. i.e. writing cheques, doing payrolls, inventories, etc. To think that this guy could write a program that would make a computer do something productive blew me away at the time and it still does today.
There were two elements that had to fall into place for success. First, the program had to compile successfully and secondly, it had to execute and generate the appropriate results.
It’s when I think about this that I get so impressed with the opportunities that the beginning learner has today. The second part – doing things correctly will always be the acid test to your programming skills. But, with the drag and drop interfaces that are so common, the first part actually becomes a non-starter.
Instead of learning the instructions and then the parameters needed, you just drag an action to the desktop. If the steps that you’re thinking about using actually fit together, they well, actually fit together.
From the Makecode website, I took a long look at micro:pet. It’s simple enough to get started – you’re creating a pet for a friend. But the whole package is a really rich experience. Yes, there is the coding part but beyond that, there’s making, language, interviewing, etc.
It’s the whole package.
I reflect back to how I learned to program. Typically, it was by learning one or two command or concepts and then doing a few examples and experience the success or lack of it and then move on. Even the simple act of running a program took 24 hours.
It’s just an entirely different world where beginning learners can do what I did and so much more inside an hour. It’s a great time to be learning how to code. I hope that it’s happening in your class.
As noted in this post from last week, I have created an updated Flipboard of resources for 2019. If you’re looking to join a professional organization of like minded coding teachers, consider the Association of Computer Studies Educators.
There are a lot of challenges shared on/to social media. You’ve probably seen them. Write a blog post daily for 10 days. Or post a picture you’ve taken daily f0r 30 days. Depending upon your devotion, these can be easy or difficult to go the distance.
In the program for the Bring IT, Together Conference, Peter Beens offered a session about 100 Days of Code. Not 10 days; not 30 days; but 100 days. This was like waving a red flag in front of me. I had to check it out.
The session was small which made for an intimate discussion with Peter.
So, off we went. Peter’s presentation resources can be found here.
I went to the session with a particular interest to finding out what Peter was learning about coding and how he found the inspiration to stick with it for the 100 days. He kind of headed away from that discussion by pointing out that, while the process was based on https://www.100daysofcode.com/, the key to success was to make it personal. He had bought into that concept which was the major takeaway from the session, not what he had done personally. I’ll buy that and in the slidedeck, you’ll find some of the challenges that he undertook.
He also encouraged us to think bigger. I found that interesting; use the concept but apply it to something that you’d like to pursue.
Using this approach, he offered these suggestions…
There were a couple of things that he demonstrated that I know that I need to do more and then there are a couple of things that have been nagging me all along that I haven’t addressed properly.
of course, the coding. I need to find projects of personal interest and code for more than random things every now and again
I do have a GitHub account, but I need to do more with it. Something Peter mentioned of note that really resonated was the more readable links for sharing
I’ve always meant to look into GitHub as a blogging platform. Mike Zemansky demonstrates this well with GitHub pages. https://cestlaz.github.io/
investigate GitHub for use in the classroom
These are not quick and easy things to address and I don’t see them coming to fruition any time soon.
But, we all need inspiration to move and keep learning. Peter provided that inspiration for me in this session. Thank you, sir.
I summarized my thoughts about Lisa Floyd’s presentation at the Bring IT, Together Conference like this.
Calculators are successful in Mathematics not because we learn how to write the code to create a calculator but because we use it to get a deeper understanding of non-trivial Mathematics
When I saw this in the program, I knew that I wanted to attend. Lisa has been doing a great deal of research into Mathematics and Computational Thinking and was a keynote a few years ago. I didn’t know what to expect but I was hoping for something other than a “Let’s do something cool in Scratch and then try to tie it into Mathematics or some other subject area”.
I wasn’t disappointed.
I’ve attended many a session like I described above. I always enjoy them (despite the sarcasm) but I always wonder about the claims of how students all understand coding and Mathematics as a result. Is that really true?
I was hoping that this wouldn’t be another like that. Plus the fact that she mentioned Scratch AND Python was intriguing.
As she notes, “Ontario does not have coding in K-8”. Of course this is true but we sure have all kinds of Mathematics! She gave us a number of different examples featuring Geometric Art, Gtowing Patterns, Plotting on a Grid, Probability, … In the presentation, she gave us lots of examples and talked us through the process that she uses.
None of the examples started with a blank screen! She stressed the concept of having students remix her content. By running what she distributes, the students see a Mathematical concept and then their understanding is pushed and enhanced by working with the code to make things something better.
Her approach is very visual by showing the results of the program and then takes on the Mathematics concepts. Tweak this, change that, what happens when you do this? How can you make the output look like this. The primary focus was purely on the Mathematics and the coding was secondary. It was a refreshing approach.
Lisa’s approach was cemented for me on the Friday. I attended a session where we were programming robots using a drag and drop language specifically written for those robots. We were to program them to do a task without knowing just what was happening. Often the tool that we needed was in another menu and we were encouraged to try some numbers to see how far in one direction we could make it go. Turning wasn’t a matter of turning 90 degrees, but applying force onto one wheel going in one direction while the other went in the other direction. We eventually figured it out but lost considerable time in the process. There were something like six groups in the room and nobody got the right answer; some were closer than others. Lisa’s concept of remixing would have fit right in.
I really do like her approach. I made myself another note…
Instead of debugging the program, she could spend time debugging the Mathematics involved…
You can check out some of the examples she used, in Scratch, on her website. Type the URL correctly; Lisa notes that a person with a similar spelling as chosen a different career path.
I had an opportunity to interview Lisa. You can read it here.
I almost did it again. Instead of “This Week in Ontario Edublogs”, I started to type the title as “The Week in Ontario Edublogs”. I’ve done it before and that’s why this post’s numbering doesn’t reflect the actual number of times I’ve written this post. Sigh. Let’s just say I’ve written it a lot.
As Andrew notes, this isn’t a problem that schools have created, it’s one that parents and students have brought into schools with them. So, Andrew offers the simplistic solution – have parents make students keep the devices at home.
I suppose that such a simplistic approach is doable. After all, there are other things that are not allowed in schools and there are heavy handed consequences for doing so. The same could apply to cellphones.
I think back to my schooling and we actually had to purchase a sliderule for use in school. One of the wealthier kids in the class came with an electronic calculator and was absolutely forbidden to use this device which gave exact answers in favour of using a device that approximated the answer.
Calculators were introduced with some folks screaming about the demise of civilization (at least the Mathematics part of it) and yet these devices are just taken for granted these days.
I suspect that years from now, people will look back and laugh at how we anguished over the issue of BYOD and bringing powerful and enabling devices into the classroom. The issue they might be debating could be about whether reading about Einstein or interacting with a holograph is more educationally sound.
This post from Aviva Dunsiger brought me back nightmares about quicky PD sessions given in staff meetings. Often they’re about 15 minutes long, totally out of context for me at least and ultimately we wrote them off as filler.
As you read Aviva’s post, you can visualize her heart rate climbing as a result of anxiety. I’m surprised that she didn’t bring in something to do with self-regulation.
Personally, I can recall such PD sessions where I got my colours done in that 15 minutes to tell me that my learning style was something other than what I thought. Then, there was the time we all had to sing and, believe me, you don’t want to hear me sing. After the meeting I approached the superintendent and offered to lead a session to have everyone create a program and was turned down. I guess there are priorities.
It seems to me that doing something in a staff meeting with teachers from various grades and subject areas is actually a very hard task. It needs to be generic enough to be meaningful enough to everyone and yet valuable enough to justify the time devoted to it.
It’s the time of year for Progress Reports – the things that go home in advance of Report Cards. There was a time when these were a quick glimpse about socialization and a status report on work habits. Now, they’re substantially more than that.
This post from Lisa Corbett paints an interesting picture of the challenge of making something worthwhile at this time of year, given her approach to the teaching and learning done in her class so far.
Because of the work I’m doing to spiral in math this year I am feeling like I don’t have a lot of things to use for comments on progress reports. I’ve decided to focus my commenting on some of the mathematical process skills.
I think that, when you read it, you’ll empathize with her plight.
Perhaps for the Mathematics subject area, she could just put a link to this post in the student progress report and have the parents read what’s going on here.
Absolutely every now and again, it’s really important to take a look at the learning environment and that’s what Ann-Marie Kee does here. In particular, she identifying various trees and their significance on her school property.
Could you do that?
I think to some of the new builds where a bulldozer comes in and flattens everything and a boxy school building appears. A little later, perhaps some grass and a few trees as part of a planting or community partnership.
You’d never be able to say this with that approach.
One of the things that Beth has observed is that this year is a bit different from others. She claims to be an optimist but is struggling to have optimistic thoughts these days.
She sees teachers stretched thin already. Herself included. And, it’s only October.
Who better than a teacher-librarian who has interactions with every staff member in the school to make that observation?
Is there a magic potion that can be taken to turn this around? I think we all know that the answer is no. I can’t help but wonder if the recent election hasn’t contributed heavily to this – we live in a time when positive messages take a back seat to the negative. It has to take a toll.
Caring for others is important but Beth notes many times that it’s also important to take care of yourself. It’s not being selfish.
Peter Beens is participating in very active pieces of personal learning. Earlier this week, I noted that he was part of the WordCamp in the Niagara Region? This is different.
When you click through, you’ll see that this whole project is very comprehensive. Much like other challenges like the 30 days of photography challenges, Peter has to work on something every day. He’s doing so and documenting it.
You’ll also click through to see the activities and Peter sharing his notes on his work.
And, finally, a new Ontario Blogger. This is from Indigenous Awareness.
Essentially, this post is a summary of positions about Indigenous issues from the major political parties in Canada. When I first read it, I was feeling badly that I hadn’t read it in advance of the election.
And yet, now that we have a minority government in place, perhaps the messages and positions from the parties are even more important. Will they be held accountable?
By themselves, each of the parties have shared their positions. But, since no one party will be able to pass legislation without assistance from another, looking for common threads or close to common threads might be a good indication of what might happen.
As I say every week, please take the time to click through and read these posts in their original form. There is great thinking and sharing of ideas there.
Then, follow these folks on Twitter to stay on top of their future thinking.
I ran into Sheena Vaidyanathan at the recently CSTA Conference. (See my interview with her here. It includes links to resources that she’s created.)
Now, running into Sheena isn’t strange; she’s a regular at this conference. It was the circumstance that was strange. Just five minutes before I saw her, I had cleaned up the check-in desk and saw that someone had left a book on the counter. It was called “Creative Coding in Python” and written by Sheena with a 2019 Copyright.
I had a quick flip through the book, noting all the colourful pages and then put it on the back shelf for the owner to claim it.
When I saw Sheena, I figured she had to be the owner and was showing it off. I had a quick discussion about it, thinking that she was selling them at the conference but no, she wasn’t. And, this copy wasn’t hers. She told me to take it if nobody came looking for it.
Fortunately for me, I guess, nobody came to ask about it so it came home with me and provided me with the chance to read it cover to cover on the flight home. Now, I did have a couple of other books on my iPad to read that would be considered more recreational but I’ve given up being worried about looking geeky long ago!
I was nicely surprised with the format. I’ll admit, your typical Computer Science book isn’t exactly a page turner! But this one was. I didn’t have Python on my computer to try the examples but I did them in my head and it wasn’t long before I was at the end of the book.
I found the content a nice combination of old and new school content. I wondered to myself if you actually had to be old school to recognize the old school content.
There are five chapters, each devoted to a specific content that introduced and expanded on the concepts.
Chapter 1 – Create your own chatbots
Chapter 2 – Create your own art masterpieces
Chapter 3 – Create your own adventure games
Chapter 4 – Create your own dice games
Chapter 5 – Create your own apps and games
As to be expected, new concepts are added as you go along and the programs become more sophisticated as you work your way through the book. In the side columns, Sheena introduces and fleshes our computer concepts along the way.
So, who is the audience? Sheena teaches middle school and the writing level and activities would fit very nicely there. Of course, there are all kinds of tools for development of code in Python; she goes conservative and talks about using IDLE. I could see this book being used as a reference for a teacher learning and using Python with students. I could also see it being in the Resource Centre for students to check out if their regular classes are using a block based application for those who want to go further.
Of course, keeping with tradition, the first program is a “Hello world”.
The book is available through Amazon here. Click the cover and explore things.