I was mentoring at our local fortnightly Coder Dojo session yesterday and heard a couple of students talking about getting help from ChatGPT. My ears pricked up because these are mostly younger kids (mid-late primary, a few in early secondary) and, as much as I try to encourage them to broaden their horizons, usually are firmly in Scratch-land, with a few who have been working in MakeCode Arcade; how were they using LLMs here? ...
TL;DR; I’ve given Publii the boot and shifted this site to hugo. I myself got a gentler boot, being made redundant and so eyeing off what to do next. 2020, it’s been quite a year OK so it’s actually 2024, but whilst migrating this site to Hugo I noticed I haven’t written anything for the last four years or so. It isn’t much of an excuse for the 2020 and 2021, but from 2022 I’ve been out of the classroom, working at a Digital Technologies EdTech platform. As such most of the interesting stuff I worked on was either internal, and thus not really relevant to write about, or external, and published as a course or delivered as part of a professional development session, and so I didn’t really feel like it was something to write about on my personal site. I know that sort of excuse doesn’t hold much water for lots of people who write about internal work topics all the time, but it feels right to me. ...
As a teacher of relatively hands-on subjects, I regularly get roped into running sessions with groups of Year 6 students coming in for Orientation Days. Since getting my first batch of Micro:bits I have been running short sessions with physical computing since it’s short and accessible, and the kids can achieve something concrete by the end of a 45 minute session. The last couple of years I have been running sessions using laser cut Inchworm robots, where students hook up a servo, battery, and infrared sensor (to demonstrate external sensing but also to remove the need to fiddle with buttons on moving objects) to the Micro:bit, and then write some basic code investigating ideal angles of movement for the servo, delay time in between moves, and utilising loops. ...
I recently got around to trying out the new-ish Python mode for coding within Minecraft: Education Edition, and whilst it is refreshing to be able to write code, the lack of a code library to be able to refer to made learning the Minecraft-specific commands somewhat difficult. Enter code introspection, which is the ability to look inside classes and methods from within Python to list them and see what is available, or to show their docstring and discover their arguments. ...
Back in 2017 when I was first thinking about how I could use physical computing like Micro:bits in my classroom, I wrote some quick and nasty programs to demonstrate networking concepts like attenuation and latency in wireless connections as well as adapting some ideas from the Networking With the micro:bit book, and using basic wired networks for Morse Code (the linked site is not the original project I used the idea from, but there are only so many permutations). ...
Last year when looking at wireless concepts with my Year 8 Digital Technologies students, I wrote a program for wireless beacons and laser cut a Ghostbusters style PKE Meter with some servos and a RGB LED for students to go on a hunt in our library. It was a good opportunity to look at things like the range of wireless signals, interference due to obstruction of different materials, and noisy broadcast channels. The students quite enjoyed it and it was a nice excuse to get out of the classroom. ...
In 2019 I started up a programming-oriented Data Science class with my Year 10s. I ran two classes during the year, each spanning a semester. My aim for the course was to introduce students to different ways of storing, retrieving, and working with data, as well as give some coverage over different types of data and some operations that you can perform with it (e.g. numeric, text, spatial). I ran a different main project with each class: during the first semester I looked at analysing data from the Australian Federal Government Hansard. Unfortunately, the students in the group weren’t very interested in it, and (like many of my first time projects) the scope turned out to be overly broad, meaning students had trouble figuring out what they would do from all the alternatives of what they could do. Tangentially, working with the XML from the Hansard is a great (or terrible, depending on your perspective) activity in data cleaning - they’ve made some… interesting decisions about how to format their data inside the XML structure. ...
This is a bit of a retrospective of teaching Robotics as a subject to Year 8 students this year. A bit of a theme for my newish subjects tends to be a reduction in expectations as I filter out what I would have liked to have worked into what actually worked and variations on a theme. The three themes I’ve really thought about since I started teaching this subject are: ...
Motivation This term I’ve been working through Data Representation and some Networks concepts with my Year 8 students. I used Micro:bits extensively for both aspects of this for the hands-on approach and ready access to simple networking code. To finish off the term, after looking at things like network latency, I thought it’d be fun to do an activity built around attenuation of wireless signals. Previously I’ve had students group up in pairs and have the Micro:bits send an image back and forth pixel by pixel. This allows for students to see when messages have not arrived as they will have missing pixels from their displays. ...
Motivation Ever since I bought some of Kitronik’s :move buggies I’ve been interested in making robots with the Micro:bit. They’re simple to program, have a decent set of features, and the kids enjoy using them. However they’re also a royal pain to assemble due to fiddly screw locations, quite expensive for what they are (we pay around $60AUD for what amounts to about $15-20AUD in components), and difficult to add on to due to cutting you off from all the additional pins the Micro:bit has to offer. ...