Makey Makey and Scratch: Week 3 Reflection

This week, we were asked to pair a Makey Makey with Scratch in order to code a physical object.  The link to my project, directions, and code are here.  All of the characters are programmed to move and make a sound when they are triggered with the arrow keys; the space bar resets the program.  I opted to use my own code, rather than remixing something.  In the spirit of fall, I programmed each haunted character to move when triggered, change its costume, make a noise, and then disappear.





I created a simple controller using felt,  conductive fabric, and a bit of conductive thread.  It had occurred to me that I could create an interactive jack-o-lantern, but I opted for something a little more traditional to help me remember which way was up, down, left, and right.

I tacked the patches of conductive fabric to the felt with conductive thread and attached alligator clips.  I put tape on the tails of the thread to keep them from flopping around and causing a short circuit.

The video below documents how the controller works.

This is the first time that I've ever connected a physical object to my own Scratch program, although I've seen it done. The most challenging part was the programming, especially getting the characters to return to exactly where they started when the space bar was triggered.  I got the job done, but I need to spend more time learning about the more complex intricacies of Scratch.  

Three Ways to Learn Code: Week 2 Reflection

Week 2:

Experiment with the following coding types and reply to the following prompt for each method: What do you see as the benefits of this method for various types of learners?  Which type of learner are you and which worked best for you?

1. Puzzle challenges (screenshots from CODE.org dashboard that keep track of which puzzles completed). 

Puzzle challenges are good for students who enjoy a hands-on way to practice a lesson while getting immediate feedback. For visual and auditory learners, the colorful puzzles and audio effects are an additional enticement. Because a student can make mistakes and keep trying, in order to learn a concept, it's a great way to practice discrete skills that build upon one another. For those who are more interested in what's "under the hood," the option to compare and contrast the block code to the actual code is available. Being able to view the actual code, and practice challenges in small, manageable chunks, is something that I enjoy about Code.org. I am particularly grateful for the hints, and the ability to keep trying new things to use the fewest number of blocks.

2. UnPlugged Activities:

Unplugged Activity 4

Unplugged activities are good for students who might benefit from more focused attention on concepts related to code. While I personally find many of the unplugged activities tedious, such as this one using graph paper, algorithms, and symbols, I'll admit that it was a good way to confirm the value of knowing how to use functions more efficiently! Many of the unplugged activities had the added benefit of being collaborative and offering students the opportunity to move around. One unplugged activity that I thought looked really fun (although I have not actually tried myself), is Create a Face, which teaches programming by having a small group use physical props and programs on cards to create an interactive face.

3. Creating Digital Games, Animations and Stories using Scratch. Add a link to your Scratch Creation (or embed it if you prefer).

Scratch is a good for people who like to make things, those who have time to debug and experiment, and those who might struggle to tell stories using print alone.  The learning curve is a bit steep, and the program takes time to learn, but there is the added benefit of being able to publish, remix, and share Scratch creations with others.  While my Scratch skills aren't stellar, I enjoy playing with it.  I found myself aware of the time on multiple occasions, however, as it took a long time to make this simple video.  One thing I wish Scratch did better was show the actual code that the blocks translate into.  I recognize that I need to invest more time to understand the complexities, as I've only scratched the surface of what Scratch can do.

Of the three methods we tried this week, I think that I found the puzzles to be the most useful for my own goals of wanting to understand the concept of code and to be able to start thinking about what the actual code looks like.  My second choice would be to play around with Scratch, but it seems to take much more time.  The unplugged activities are my last resort.

Weeks 1 and 2: Getting Started

I'm starting this blog to document my learning in the Marlboro course MAT621: Innovations in Education: Create with Code.  I've embedded an Enhanced Diigo Linkroll, tagged MAT621, to keep track of items curated during this course.