www.alice.org
Story telling Alice was created by Caitlin Kellcher which was part her doctoral work in computer science.
To enable and encourage users to create animated stories, story telling Alice includes;
1) Animation that are high level which enables the user to program social interactions between characters.
2) The idea of a story based tutorial that introduces users to programming through building a story.
3) Alice has a gallery of 3D characters and scenery with custom animations which can be used and arranged to tell a story.
In Alice,to create or make a character perform an action we use something called a parameter. To make your character to do new things, all that is needed is create a new method for them. In other to create a new method,you select the name of the character you want to perform the given task in the object tree and then click on its create new method button. You give your animation a new name preferably what you would want the character to do so that you don't get confused and press the ok button. Alice on its own would then open a new method editor for the given name of the method. In this new editor, you can now teach or make a character perform a given task or set of tasks. The concept of Algorithmic thinking is made practical as in when a character is to perform a given task it has to follow an algorithm. Its from the algorithm that the designer would be able to know what comes first. In Alice there are different commands that can be used to cause a change on the animation.
Each figure has parts and in the part when you open them you would find the various methods that each of them you would find the various methods that each of them can do and this can be used in making the figure do that which is desired. The loop is use to make the character perform an action several times as required.
It becomes necessary that when a scene is laid out in Alice you'll probably want to animate it. As in squeak,every character and object in the scene you are creating has a tile in the object tree. All you do if you want to know what method a character can do is, click on the tile of the character in the object tree. Then you'll see a list of the various meths that that character in question knows how to do and if a change or modification is desired it can then be done here. To add an animation to a character all you need do is drag and drop the animation tiles into the method editor. When you have done all this, the next thing is to click the play button to see what your Alice program looks like.
The process of adding objects to your Alice world is easy. All you need do is click on the add object button. Once tou are in the Alice gallery,to add characters and screnery to your Alice world is simply by dragging cards into your scene. To get back to the main gallery, click on the local gallery.
Objects can be moved by simply clicking on them and moving them to desired position. To resize, turning the object, copying can all be possible by using the controls on the right. Making a mouse move an object, you select the control from the right button where you can select the required task. When telling a story, multiple screnes would make it more intresting. In creating a new scene, click on the create new scene button. After this has been done you can then give the new scene a new name, choose what kind of ground you want then click ok.
Monday, 29 June 2009
Developing Algorithmic Thinking(Alice as a case study)
www.sju.edu
The concept of Algorithmic thinking is used in Alice to get the reguired outcome as it is used in every basic program.Alice as must have known already is a 3-dimensional animation tool as i have recorded from "programming with Alice".
An Algorithm is a method to solve a problem that consist of exactly defined instructions. Algorithmic thinking therefore is the ability of a person to construct and understand Algorithms.Its starts from the Ability to analyze the given problem,specify the problem precisely,find the basic actions that are adequate or useful in solving the problem,you should as well be able to to think about all possible cases either normal or specific to get the problem solved,and finally at the end write out a correct algorithm to solving the problem.
Most times times students find it difficult ti think in an algorithmic pattern or way even though unknowingly its is in them. What i have found out is that the student(a kid or some one already in collegde) needs to develop his way of thinking and at the end he would realize that its all in him/her all along. For kids developing their algorithmic thinking if i may put it that way,is a very easy since its always easier to teach kids because when they understand it never leaves them. It is always easier when the student or kid is showed;
1) How to identify a problem
2) How to break down the problem
3) Hence the problem is broken down,a step by step approach to the different task would make
the over all task easier.
I take the subject of Algorithmic thinking as a very important one because,it makes the idea of programming a more friendly subject since the student does notbsee a very big problem but small chunks or bits of task to be done.
The concept of Algorithmic thinking is used in Alice to get the reguired outcome as it is used in every basic program.Alice as must have known already is a 3-dimensional animation tool as i have recorded from "programming with Alice".
An Algorithm is a method to solve a problem that consist of exactly defined instructions. Algorithmic thinking therefore is the ability of a person to construct and understand Algorithms.Its starts from the Ability to analyze the given problem,specify the problem precisely,find the basic actions that are adequate or useful in solving the problem,you should as well be able to to think about all possible cases either normal or specific to get the problem solved,and finally at the end write out a correct algorithm to solving the problem.
Most times times students find it difficult ti think in an algorithmic pattern or way even though unknowingly its is in them. What i have found out is that the student(a kid or some one already in collegde) needs to develop his way of thinking and at the end he would realize that its all in him/her all along. For kids developing their algorithmic thinking if i may put it that way,is a very easy since its always easier to teach kids because when they understand it never leaves them. It is always easier when the student or kid is showed;
1) How to identify a problem
2) How to break down the problem
3) Hence the problem is broken down,a step by step approach to the different task would make
the over all task easier.
I take the subject of Algorithmic thinking as a very important one because,it makes the idea of programming a more friendly subject since the student does notbsee a very big problem but small chunks or bits of task to be done.
Wednesday, 24 June 2009
Minutes of meeting(23/06/09)
The meeting started with my supervisor explaining more what the project investigation entails.
He said that its in three stages :
1) What the software does and how its different from other softhwares like scratch,Alice,etc.
2) Types of educational theory about the software and having in mind your defined audience and i
should research on that.
3)Looking at the internet on what other people have done on projects that are aimed at teaching
programming.
After all this has been done,materials that was reviewed/studied would be documented and as such would be brought together by then an idea of what i would do should be clear.
It was stressed that i should think on what subject matter i would be teaching,the target to be taught and what design platform would be used which is the implementation phase.
Search what other have done on trying to teach kids programming, look into story telling Alice(www.Alice.org)
He said that its in three stages :
1) What the software does and how its different from other softhwares like scratch,Alice,etc.
2) Types of educational theory about the software and having in mind your defined audience and i
should research on that.
3)Looking at the internet on what other people have done on projects that are aimed at teaching
programming.
After all this has been done,materials that was reviewed/studied would be documented and as such would be brought together by then an idea of what i would do should be clear.
It was stressed that i should think on what subject matter i would be teaching,the target to be taught and what design platform would be used which is the implementation phase.
Search what other have done on trying to teach kids programming, look into story telling Alice(www.Alice.org)
Tuesday, 23 June 2009
Programming With Alice
Resources - Learning To Program With Alice
By Wanda P.Dann
Stephen Cooper
Randy Pausch
Programming as a course,in this book was taken to a different level with the concept of keeping things simple.Introductory programming has always been a frustrating course for many students,and with regards to the topic in mind(Teaching kids How To program) it would even be more difficult.
The Alice system represents a breakthrough in teaching object-oriented computing.In Alice objects are visible,because they are represented as three-dimensional human,animals,furniture,etc. Computation is displayed via animations making it interesting in passing the idea of programming to students. Programming using Alice system takes an innovative approach to the subject.
A student in programming course should learn algorithmic thinking and expression,which is expressing in a logical way how an object can perform a task. Abstraction as a major part of programming explains learning how to communicate complex ideas simply and to decompose problem logically. One basic idea that is obvious in programming is that problem can be solved in different ways but all getting the same goal/results. Its also important to note that since they are many ways to solve a problem, Some are inherently better than others.
The approach allows students to author on screen movies and games,in which the concept of an object is made tangible ans visible. In Alice on screen,on-screen objects populate a 3D micro world.Students create programs by dragging and dropping program elements(is/then statements,loops,variables,etc.) in mouse-based editor that prohibits syntax errors.The Alice system provides a powerful,modern programming environment that supports methods, functions variables, parameters, recursion,arrays, and events.
By Wanda P.Dann
Stephen Cooper
Randy Pausch
Programming as a course,in this book was taken to a different level with the concept of keeping things simple.Introductory programming has always been a frustrating course for many students,and with regards to the topic in mind(Teaching kids How To program) it would even be more difficult.
The Alice system represents a breakthrough in teaching object-oriented computing.In Alice objects are visible,because they are represented as three-dimensional human,animals,furniture,etc. Computation is displayed via animations making it interesting in passing the idea of programming to students. Programming using Alice system takes an innovative approach to the subject.
A student in programming course should learn algorithmic thinking and expression,which is expressing in a logical way how an object can perform a task. Abstraction as a major part of programming explains learning how to communicate complex ideas simply and to decompose problem logically. One basic idea that is obvious in programming is that problem can be solved in different ways but all getting the same goal/results. Its also important to note that since they are many ways to solve a problem, Some are inherently better than others.
The approach allows students to author on screen movies and games,in which the concept of an object is made tangible ans visible. In Alice on screen,on-screen objects populate a 3D micro world.Students create programs by dragging and dropping program elements(is/then statements,loops,variables,etc.) in mouse-based editor that prohibits syntax errors.The Alice system provides a powerful,modern programming environment that supports methods, functions variables, parameters, recursion,arrays, and events.
Thursday, 18 June 2009
A Look at Scratch
Site visited - www.en.wikipedia.org/wiki/scratch
Scratch is a new programming language that lets the user to create their own interactive stories, animation, games, music, and art. It is a language that makes it easy to create your own interactive stories, games, and animations and share your creations with others on the web.
It was developed by the life long kindergarten research group at MIT media lab. This group develops new technologies that, in the spirit of the blocks and finger paints of kindergarten,expand the range of what people can design, create, and learn.
Basically,scratch is an interpreted dynamic visual programming language based on Squeak and implemented in Squeak. Being dynamic, it lets code be changed even as programs are running. It has the goal of teaching programming concepts to kids and teens and letting them create games, videos, and music. It can be downloaded for free and is being used in a wide variety of in-school and after-school settings around the world. In Scratch all the interactive objects, graphics, and sounds can be easily imported to a new program and combined in new ways. That way, beginners can get quick results and be motivated to try further.
Scratch is designed to help young people (ages 8 and up) develop 21st century learning skills. As they create and share Scratch projects, young people learn important mathematical and computational ideas, while also learning to think creatively, reason systematically, and work collaboratively.
It became porpular in teaching teens how to program because,of the ease with which programs can be made; the statements and data structures are simple and are at least partially written in common spoken language, and the program's structure can be designed as a jigsaw puzzle is, with detachable blocks of code that can be moved around and fitted together.
Scratch is a new programming language that lets the user to create their own interactive stories, animation, games, music, and art. It is a language that makes it easy to create your own interactive stories, games, and animations and share your creations with others on the web.
It was developed by the life long kindergarten research group at MIT media lab. This group develops new technologies that, in the spirit of the blocks and finger paints of kindergarten,expand the range of what people can design, create, and learn.
Basically,scratch is an interpreted dynamic visual programming language based on Squeak and implemented in Squeak. Being dynamic, it lets code be changed even as programs are running. It has the goal of teaching programming concepts to kids and teens and letting them create games, videos, and music. It can be downloaded for free and is being used in a wide variety of in-school and after-school settings around the world. In Scratch all the interactive objects, graphics, and sounds can be easily imported to a new program and combined in new ways. That way, beginners can get quick results and be motivated to try further.
Scratch is designed to help young people (ages 8 and up) develop 21st century learning skills. As they create and share Scratch projects, young people learn important mathematical and computational ideas, while also learning to think creatively, reason systematically, and work collaboratively.
It became porpular in teaching teens how to program because,of the ease with which programs can be made; the statements and data structures are simple and are at least partially written in common spoken language, and the program's structure can be designed as a jigsaw puzzle is, with detachable blocks of code that can be moved around and fitted together.
Tuesday, 16 June 2009
Concluding Tutorials from Wave Pace
21 (Using the Joy stick)
The task in this lesson is to guide the sketch to touch somethings and leave out some. To make this is by using a tool called joy stick which is in the supply bin. The joy stick makes it a little more easy in moving sketches to target.
Lesson 22 (Flipping sketches; relational tests)
In this lesson a sketch is made to flip in the opposite direction. When the rotate icon is used in the halo it does not flip it but only rotates the sketch. To flip a sketch on the viewer the rotation style is changed to flip left right and the heading is changed to negative of what its value was.
Also a kind of test was explained here that when a sketch move to another sketch,the other sketch should have a form of reaction. All this can e possible by opening the halo of both sketches and getting the view open and a test from one of the sketches and the exact tile is dragged to the scrip and manipulated to get a functional script.
Lesson 23 (Sound recorder)
As the lesson start the concept of having a tile dragged out and kept outside the book so we can see as values changes was explained and the tile tile dragged out is called a watcher.
In making a different sound (customize/your own) from that which is on the category,the supply bin is opened and sound recorder is dragged out. The recorder button is clicked and the sound or message is recorded then after which the save button is clicked so that it opens a tile and the sound recorded is saved as a tile and can be used in the script.
It was also explained how to embed text,sketches, on a page so as to have all jobs embedded on a page so it does not stay on the desktop and not appear the way that is expected. This can be done by clicking the menu button on the halo of the text or sketch and embedded is clicked and options of in the page is chosen and this keeps the text or sketch on the page.
The lesson also explains how to read a text on every page and save on that page so that children that cant read can understand the story which is called the narration track.
Lesson 24 (Advanced start over)
In this lesson emphasis is placed on organizing the script already made so that things don't get too scattered and looking for scripts becomes difficult. This can be achieved by simply putting a start over on every page of the book. It would be useful to name every page so that it makes sense. Its also important to note that you never forget that every start over script should always have a pause at the end.
Lesson 25 (Obtrudes test,random movement)
Copies of sketches are made and renamed for the next page.When increasing the size of a sketch, it is useful to keep hold of the shift key on the keyboard so that the size is kept but just enlarged.
A sketch is made to fall, and when it does fall,as it gets to the bottom of the page it should reappear in adifferent position. To make this happen a test known as obtrudes is used. It is found on the test category on the viewer.The tile is dragged and placed on the script then datas are manipulated, The pallet(this icon looks like the supply bin icon on the halo) on th script has some tools that the sketch can use in getting it to do what it needs to get done.
Lesson 26 (Siblings,is used under move test)
The sketch halo has a duplicate key but also when the shift key is held and the duplicate key is clicked it produces siblings which is not a duplicate. The siblings are not duplicate because,it shares the same script with its original sketch. When siblings script is changed it affects all the other siblings.
The goal here is to make a sketch have copies without actually writing different scripts for the different sketches.In this lesson,we are to make a sketch disappear when the mouse is on it. To make this happen a new test is open and from the view, under the category section,a desired tile of make sketch hide is added to the script and this does the trick.
Lesson 27 (Following a path)
The path is drawn and the move script of the sketch is opened. A new script is opened and named,a move forward tile is dragged to the script then a test tile is dragged and droped on the script. The test would be carried out by dragging a tile of choice and tested.
Lesson 28 (Adding variables,book tiles)
To get the siblings fall at different positions,avriables are used since if the speed is changed for a sibling it does not actually work because it goes through for all of the siblings and that is why the variables are used here to change the positions of the siblings. The random tile is also used here to add some random behaviour to the falling sketches and that makes the project more exciting.
Lesson 29 (Image import,turn towards)
In this lesson we would be using the same tiles.An image can be copied from files already stored on the system and can be gragged to the page of your project and used at a sketch. This can be done by gragging the sketch to the pageds of the project and made to do stuffs as any other sketch.
In this lesson it is explained how a sketch can be made to always face another no matter the movement of the other sketch. To make this happen the one of the sketches is made to face the other by opening its halo and the appropriate tile is dragged and brought to its script.A tile known as turn towards is dragged from the view to achieve this.Other tile and test are also added to the script so as to get all desired outcome.
Lesson 30 (Script parameter,object catalog)
The aim of this lesson is that a sketch moves to another and when it overlaps it causes an action. A script i developed for the other sketch so that when the sketch overlaps it something should happen.The parameter is another programming concept. Basically what it does is using the same code but passing passing different numbers to it. Lesson 21 (Using the Joy stick)
The task in this lesson is to guide the sketch to touch somethings and leave out some. To make this is by using a tool called joy stick which is in the supply bin. The joy stick makes it a little more easy in moving sketches to target.
Lesson 22 (Flipping sketches; relational tests)
In this lesson a sketch is made to flip in the opposite direction. When the rotate icon is used in the halo it does not flip it but only rotates the sketch. To flip a sketch on the viewer the rotation style is changed to flip left right and the heading is changed to negative of what its value was.
Also a kind of test was explained here that when a sketch move to another sketch,the other sketch should have a form of reaction. All this can e possible by opening the halo of both sketches and getting the view open and a test from one of the sketches and the exact tile is dragged to the scrip and manipulated to get a functional script.
Lesson 23 (Sound recorder)
As the lesson start the concept of having a tile dragged out and kept outside the book so we can see as values changes was explained and the tile tile dragged out is called a watcher.
In making a different sound (customize/your own) from that which is on the category,the supply bin is opened and sound recorder is dragged out. The recorder button is clicked and the sound or message is recorded then after which the save button is clicked so that it opens a tile and the sound recorded is saved as a tile and can be used in the script.
It was also explained how to embed text,sketches, on a page so as to have all jobs embedded on a page so it does not stay on the desktop and not appear the way that is expected. This can be done by clicking the menu button on the halo of the text or sketch and embedded is clicked and options of in the page is chosen and this keeps the text or sketch on the page.
The lesson also explains how to read a text on every page and save on that page so that children that cant read can understand the story which is called the narration track.
Lesson 24 (Advanced start over)
In this lesson emphasis is placed on organizing the script already made so that things don't get too scattered and looking for scripts becomes difficult. This can be achieved by simply putting a start over on every page of the book. It would be useful to name every page so that it makes sense. Its also important to note that you never forget that every start over script should always have a pause at the end.
Lesson 25 (Obtrudes test,random movement)
Copies of sketches are made and renamed for the next page.When increasing the size of a sketch, it is useful to keep hold of the shift key on the keyboard so that the size is kept but just enlarged.
A sketch is made to fall, and when it does fall,as it gets to the bottom of the page it should reappear in adifferent position. To make this happen a test known as obtrudes is used. It is found on the test category on the viewer.The tile is dragged and placed on the script then datas are manipulated, The pallet(this icon looks like the supply bin icon on the halo) on th script has some tools that the sketch can use in getting it to do what it needs to get done.
Lesson 26 (Siblings,is used under move test)
The sketch halo has a duplicate key but also when the shift key is held and the duplicate key is clicked it produces siblings which is not a duplicate. The siblings are not duplicate because,it shares the same script with its original sketch. When siblings script is changed it affects all the other siblings.
The goal here is to make a sketch have copies without actually writing different scripts for the different sketches.In this lesson,we are to make a sketch disappear when the mouse is on it. To make this happen a new test is open and from the view, under the category section,a desired tile of make sketch hide is added to the script and this does the trick.
Lesson 27 (Following a path)
The path is drawn and the move script of the sketch is opened. A new script is opened and named,a move forward tile is dragged to the script then a test tile is dragged and droped on the script. The test would be carried out by dragging a tile of choice and tested.
Lesson 28 (Adding variables,book tiles)
To get the siblings fall at different positions,avriables are used since if the speed is changed for a sibling it does not actually work because it goes through for all of the siblings and that is why the variables are used here to change the positions of the siblings. The random tile is also used here to add some random behaviour to the falling sketches and that makes the project more exciting.
Lesson 29 (Image import,turn towards)
In this lesson we would be using the same tiles.An image can be copied from files already stored on the system and can be gragged to the page of your project and used at a sketch. This can be done by gragging the sketch to the pageds of the project and made to do stuffs as any other sketch.
In this lesson it is explained how a sketch can be made to always face another no matter the movement of the other sketch. To make this happen the one of the sketches is made to face the other by opening its halo and the appropriate tile is dragged and brought to its script.A tile known as turn towards is dragged from the view to achieve this.Other tile and test are also added to the script so as to get all desired outcome.
Lesson 30 (Script parameter,object catalog)
The aim of this lesson is that a sketch moves to another and when it overlaps it causes an action. A script i developed for the other sketch so that when the sketch overlaps it something should happen.The parameter is another programming concept. Basically what it does is using the same code but passing passing different numbers to it.
The task in this lesson is to guide the sketch to touch somethings and leave out some. To make this is by using a tool called joy stick which is in the supply bin. The joy stick makes it a little more easy in moving sketches to target.
Lesson 22 (Flipping sketches; relational tests)
In this lesson a sketch is made to flip in the opposite direction. When the rotate icon is used in the halo it does not flip it but only rotates the sketch. To flip a sketch on the viewer the rotation style is changed to flip left right and the heading is changed to negative of what its value was.
Also a kind of test was explained here that when a sketch move to another sketch,the other sketch should have a form of reaction. All this can e possible by opening the halo of both sketches and getting the view open and a test from one of the sketches and the exact tile is dragged to the scrip and manipulated to get a functional script.
Lesson 23 (Sound recorder)
As the lesson start the concept of having a tile dragged out and kept outside the book so we can see as values changes was explained and the tile tile dragged out is called a watcher.
In making a different sound (customize/your own) from that which is on the category,the supply bin is opened and sound recorder is dragged out. The recorder button is clicked and the sound or message is recorded then after which the save button is clicked so that it opens a tile and the sound recorded is saved as a tile and can be used in the script.
It was also explained how to embed text,sketches, on a page so as to have all jobs embedded on a page so it does not stay on the desktop and not appear the way that is expected. This can be done by clicking the menu button on the halo of the text or sketch and embedded is clicked and options of in the page is chosen and this keeps the text or sketch on the page.
The lesson also explains how to read a text on every page and save on that page so that children that cant read can understand the story which is called the narration track.
Lesson 24 (Advanced start over)
In this lesson emphasis is placed on organizing the script already made so that things don't get too scattered and looking for scripts becomes difficult. This can be achieved by simply putting a start over on every page of the book. It would be useful to name every page so that it makes sense. Its also important to note that you never forget that every start over script should always have a pause at the end.
Lesson 25 (Obtrudes test,random movement)
Copies of sketches are made and renamed for the next page.When increasing the size of a sketch, it is useful to keep hold of the shift key on the keyboard so that the size is kept but just enlarged.
A sketch is made to fall, and when it does fall,as it gets to the bottom of the page it should reappear in adifferent position. To make this happen a test known as obtrudes is used. It is found on the test category on the viewer.The tile is dragged and placed on the script then datas are manipulated, The pallet(this icon looks like the supply bin icon on the halo) on th script has some tools that the sketch can use in getting it to do what it needs to get done.
Lesson 26 (Siblings,is used under move test)
The sketch halo has a duplicate key but also when the shift key is held and the duplicate key is clicked it produces siblings which is not a duplicate. The siblings are not duplicate because,it shares the same script with its original sketch. When siblings script is changed it affects all the other siblings.
The goal here is to make a sketch have copies without actually writing different scripts for the different sketches.In this lesson,we are to make a sketch disappear when the mouse is on it. To make this happen a new test is open and from the view, under the category section,a desired tile of make sketch hide is added to the script and this does the trick.
Lesson 27 (Following a path)
The path is drawn and the move script of the sketch is opened. A new script is opened and named,a move forward tile is dragged to the script then a test tile is dragged and droped on the script. The test would be carried out by dragging a tile of choice and tested.
Lesson 28 (Adding variables,book tiles)
To get the siblings fall at different positions,avriables are used since if the speed is changed for a sibling it does not actually work because it goes through for all of the siblings and that is why the variables are used here to change the positions of the siblings. The random tile is also used here to add some random behaviour to the falling sketches and that makes the project more exciting.
Lesson 29 (Image import,turn towards)
In this lesson we would be using the same tiles.An image can be copied from files already stored on the system and can be gragged to the page of your project and used at a sketch. This can be done by gragging the sketch to the pageds of the project and made to do stuffs as any other sketch.
In this lesson it is explained how a sketch can be made to always face another no matter the movement of the other sketch. To make this happen the one of the sketches is made to face the other by opening its halo and the appropriate tile is dragged and brought to its script.A tile known as turn towards is dragged from the view to achieve this.Other tile and test are also added to the script so as to get all desired outcome.
Lesson 30 (Script parameter,object catalog)
The aim of this lesson is that a sketch moves to another and when it overlaps it causes an action. A script i developed for the other sketch so that when the sketch overlaps it something should happen.The parameter is another programming concept. Basically what it does is using the same code but passing passing different numbers to it. Lesson 21 (Using the Joy stick)
The task in this lesson is to guide the sketch to touch somethings and leave out some. To make this is by using a tool called joy stick which is in the supply bin. The joy stick makes it a little more easy in moving sketches to target.
Lesson 22 (Flipping sketches; relational tests)
In this lesson a sketch is made to flip in the opposite direction. When the rotate icon is used in the halo it does not flip it but only rotates the sketch. To flip a sketch on the viewer the rotation style is changed to flip left right and the heading is changed to negative of what its value was.
Also a kind of test was explained here that when a sketch move to another sketch,the other sketch should have a form of reaction. All this can e possible by opening the halo of both sketches and getting the view open and a test from one of the sketches and the exact tile is dragged to the scrip and manipulated to get a functional script.
Lesson 23 (Sound recorder)
As the lesson start the concept of having a tile dragged out and kept outside the book so we can see as values changes was explained and the tile tile dragged out is called a watcher.
In making a different sound (customize/your own) from that which is on the category,the supply bin is opened and sound recorder is dragged out. The recorder button is clicked and the sound or message is recorded then after which the save button is clicked so that it opens a tile and the sound recorded is saved as a tile and can be used in the script.
It was also explained how to embed text,sketches, on a page so as to have all jobs embedded on a page so it does not stay on the desktop and not appear the way that is expected. This can be done by clicking the menu button on the halo of the text or sketch and embedded is clicked and options of in the page is chosen and this keeps the text or sketch on the page.
The lesson also explains how to read a text on every page and save on that page so that children that cant read can understand the story which is called the narration track.
Lesson 24 (Advanced start over)
In this lesson emphasis is placed on organizing the script already made so that things don't get too scattered and looking for scripts becomes difficult. This can be achieved by simply putting a start over on every page of the book. It would be useful to name every page so that it makes sense. Its also important to note that you never forget that every start over script should always have a pause at the end.
Lesson 25 (Obtrudes test,random movement)
Copies of sketches are made and renamed for the next page.When increasing the size of a sketch, it is useful to keep hold of the shift key on the keyboard so that the size is kept but just enlarged.
A sketch is made to fall, and when it does fall,as it gets to the bottom of the page it should reappear in adifferent position. To make this happen a test known as obtrudes is used. It is found on the test category on the viewer.The tile is dragged and placed on the script then datas are manipulated, The pallet(this icon looks like the supply bin icon on the halo) on th script has some tools that the sketch can use in getting it to do what it needs to get done.
Lesson 26 (Siblings,is used under move test)
The sketch halo has a duplicate key but also when the shift key is held and the duplicate key is clicked it produces siblings which is not a duplicate. The siblings are not duplicate because,it shares the same script with its original sketch. When siblings script is changed it affects all the other siblings.
The goal here is to make a sketch have copies without actually writing different scripts for the different sketches.In this lesson,we are to make a sketch disappear when the mouse is on it. To make this happen a new test is open and from the view, under the category section,a desired tile of make sketch hide is added to the script and this does the trick.
Lesson 27 (Following a path)
The path is drawn and the move script of the sketch is opened. A new script is opened and named,a move forward tile is dragged to the script then a test tile is dragged and droped on the script. The test would be carried out by dragging a tile of choice and tested.
Lesson 28 (Adding variables,book tiles)
To get the siblings fall at different positions,avriables are used since if the speed is changed for a sibling it does not actually work because it goes through for all of the siblings and that is why the variables are used here to change the positions of the siblings. The random tile is also used here to add some random behaviour to the falling sketches and that makes the project more exciting.
Lesson 29 (Image import,turn towards)
In this lesson we would be using the same tiles.An image can be copied from files already stored on the system and can be gragged to the page of your project and used at a sketch. This can be done by gragging the sketch to the pageds of the project and made to do stuffs as any other sketch.
In this lesson it is explained how a sketch can be made to always face another no matter the movement of the other sketch. To make this happen the one of the sketches is made to face the other by opening its halo and the appropriate tile is dragged and brought to its script.A tile known as turn towards is dragged from the view to achieve this.Other tile and test are also added to the script so as to get all desired outcome.
Lesson 30 (Script parameter,object catalog)
The aim of this lesson is that a sketch moves to another and when it overlaps it causes an action. A script i developed for the other sketch so that when the sketch overlaps it something should happen.The parameter is another programming concept. Basically what it does is using the same code but passing passing different numbers to it.
A look into the concept of Programming
Computer programing most times shortened to programming or coding, is the process of writing, testing, debugging/troubleshooting and maintaining the source code of computer programs. The source code is written in a programming language. We have several programming languages namely,Java, C+, Visual Basic to mention but a few.
For children it is different because you may already know alot about computers, and probably spend a lot of time using them. But if you are curious about what is inside the computer, if you want to understand what makes it work,ad how you can make it do what you want-this is what programming is all about.
Most people practically live with computers and they cannot even imagine a world without them. But no where are they given the opportunity to understand how computers actually work,let alone what programming a computer really means.
For children it is different because you may already know alot about computers, and probably spend a lot of time using them. But if you are curious about what is inside the computer, if you want to understand what makes it work,ad how you can make it do what you want-this is what programming is all about.
Most people practically live with computers and they cannot even imagine a world without them. But no where are they given the opportunity to understand how computers actually work,let alone what programming a computer really means.
More Tutorials
Lesson10 (Naming sketches,starting script)
We found out here that when we duplicate a sketch the system automatically gives the sketch a name by adding a number to the original name and with more copies the number increases.Also in this lesson the all script pannel was brought out from the supply bin tool bar.
Lesson 11 (naming script,start over script)
It is necessary in naming scripts so as to know whant each script does.In naming a script no space can be used.The start over script concept was introduced and how it should be used.
Lesson 12 (More about scripts)
In this lesson script can be deleted when its not needed on a page depends on what i necessary on a given page. The delete button is clicked on the script itself by selecting the last button on the top right conner and it shows destroy this script.
Lesson 13 (Variable,position,rotation style)
A variable is introduced to a sketch and this allows a sketch to move or start on a specific coordinate/position.On the graphics menu on a sketch view there is a tile that tells the sketch to move.
Lesson 14 (Animation and holders)
Animation is a word that is used in e-toy to explain making an object or sketch to move.We have made sketches move but not in animation,the sketch with parts can actually move.To do this the supply bin has a button called the holder.The holder can take more than one sketch.
Lesson 15 (More animation,eye dropper)
One useful tip in this lesson is that when doing an animation,the sketch or object is not re sized.The eye drop makes the brush take a color from anywhere from the screen.
Lesson 16 (Using tests;the overlap test)
As we move from pages to pages on our book there are some tiles on our view that would not be necessary and so needs to be deleted.
The test button is opened from the view of the sketch ,and this has a yes or no which checks some parameters to either do something or not to do something. Most test that a sketch can do are all in the tile and can be dragged and brought to the script.When ever the word dot appears it means we replace it with some thing else.
Lesson 17 (The "is over color" test)
In this lesson the script is properly explained by how the tiles are interpreted by the program and making a sketch do all that is intended as it could be used in testing a sketch when its over a specific color and an action carried out by the sketch.
Lesson 18 (The color sees color test)
The sketch is modified with color variation so as the test to work properly.
Lesson 19 (animation with many frames)
In this lesson the sketch is made to come out in different frames and the holder helps to make it looks like the sketch is in motion but what is actually happening is that the sketch is moving from one frame to another.
Lesson 20 (The Players list)
The players list is introduced in this lesson and its gotten from the supply bin.This list holds all the sketches that have been created and from there they can be manipulated.
We found out here that when we duplicate a sketch the system automatically gives the sketch a name by adding a number to the original name and with more copies the number increases.Also in this lesson the all script pannel was brought out from the supply bin tool bar.
Lesson 11 (naming script,start over script)
It is necessary in naming scripts so as to know whant each script does.In naming a script no space can be used.The start over script concept was introduced and how it should be used.
Lesson 12 (More about scripts)
In this lesson script can be deleted when its not needed on a page depends on what i necessary on a given page. The delete button is clicked on the script itself by selecting the last button on the top right conner and it shows destroy this script.
Lesson 13 (Variable,position,rotation style)
A variable is introduced to a sketch and this allows a sketch to move or start on a specific coordinate/position.On the graphics menu on a sketch view there is a tile that tells the sketch to move.
Lesson 14 (Animation and holders)
Animation is a word that is used in e-toy to explain making an object or sketch to move.We have made sketches move but not in animation,the sketch with parts can actually move.To do this the supply bin has a button called the holder.The holder can take more than one sketch.
Lesson 15 (More animation,eye dropper)
One useful tip in this lesson is that when doing an animation,the sketch or object is not re sized.The eye drop makes the brush take a color from anywhere from the screen.
Lesson 16 (Using tests;the overlap test)
As we move from pages to pages on our book there are some tiles on our view that would not be necessary and so needs to be deleted.
The test button is opened from the view of the sketch ,and this has a yes or no which checks some parameters to either do something or not to do something. Most test that a sketch can do are all in the tile and can be dragged and brought to the script.When ever the word dot appears it means we replace it with some thing else.
Lesson 17 (The "is over color" test)
In this lesson the script is properly explained by how the tiles are interpreted by the program and making a sketch do all that is intended as it could be used in testing a sketch when its over a specific color and an action carried out by the sketch.
Lesson 18 (The color sees color test)
The sketch is modified with color variation so as the test to work properly.
Lesson 19 (animation with many frames)
In this lesson the sketch is made to come out in different frames and the holder helps to make it looks like the sketch is in motion but what is actually happening is that the sketch is moving from one frame to another.
Lesson 20 (The Players list)
The players list is introduced in this lesson and its gotten from the supply bin.This list holds all the sketches that have been created and from there they can be manipulated.
Sunday, 14 June 2009
Minutes of meeting(12/06/09)
On that meeting i was made to understand that in line with doing the tutorials i should start thinking about kind of script i want to produce. I should start thinking about the target audience and how would i go about the lessons or labs in teaching the children programming.
It is necessary that i see what other people have done in teaching programming.
What programming is really should go through my mind and its elements which are; sequential, iteration and selection.
The need to look up Wikipedia what programming is and different programming styles, programming for children.
It is necessary that i see what other people have done in teaching programming.
What programming is really should go through my mind and its elements which are; sequential, iteration and selection.
The need to look up Wikipedia what programming is and different programming styles, programming for children.
Friday, 12 June 2009
More Tutorials
Lesson 8 (Making a book,adding pages)
On this lesson the use of book is introdused and it can be gotten from the supply bin and the book icon is dragged and brought to the canvax or world for it to be used.The book makes it easy in telling the story.
Lesson 9 (Adding content to pages)
The purpose of the book is to allow for more than one page and the pages can be turned from pages one to what ever page you want.A new page can be added by clicking on the left top conner of the page to get more controls. The plus sign adds a new page. In this lesson the copy button was used to copy sketches so as to have them on other pages and a new text on the new page to make for a new content.
On this lesson the use of book is introdused and it can be gotten from the supply bin and the book icon is dragged and brought to the canvax or world for it to be used.The book makes it easy in telling the story.
Lesson 9 (Adding content to pages)
The purpose of the book is to allow for more than one page and the pages can be turned from pages one to what ever page you want.A new page can be added by clicking on the left top conner of the page to get more controls. The plus sign adds a new page. In this lesson the copy button was used to copy sketches so as to have them on other pages and a new text on the new page to make for a new content.
Tutorials from Wave Pace
Lesson 1
Introduction to the e-toy welcome screen.The goal of e-toy is making sketches and telling them to do stuff which is called scripting. An e-toy script tells a sketch what to do.In this lesson we learn how to make a sketch.
The first thing to do is to make a project whic is where you put your work.The tool bar and how to use it and all that is in the tool bar was introduced.
After working there is an icon on the tool bar that looks like the stop sign,that when clicked automatically saves the work to your project and when you want to open on the home screen your saved project ,you click on the journal icon and you click on the project you want.
Lesson 2 (Project renaming,shapes and brush size)
The start or this lesson, the saved project is opened and the icon keep is clicked and the project is saved before a new a new project is open. The icon draw was the first to be introduced on the paint tool box.Brush size was also introduced and how it is used.
In this lesson i found out how to use shapes in building and when the paint bucket is not used the area is transparent.
Lesson 3 (Halo and Handles)
In lesson 3 the halo concept in e-toy was introduced.A halo is kind of a tool bar that surrounds the sketch that need to be worked on. It comes out by just right clicking on the sketch.Some little icons on top,bottom and by the sides of the sketch pops out and these icon can be used to manipulate the sketch from resizing to going to its view and picking up the sketch. Still on the halo,there is an icon on top of the sketch that is called the handle.Handles make alot of difference things to the sketch.
Lesson 4 (Making a script using the Viewer)
In this lesson the concept of making a script was explained for the first time. On the halo,at the bottom there is the name given by e-toys to every sketch.This name can be changed to desired name by just clicking on the name and all you need do is type the name you want.
When making a script,knowing that a script tells the`sketch what to do,there is an icon on the left of the sketch on the halo that looks like an eye when clicked it opens the view of that sketch.The tiles are the building block of a script.To make a script all that is needed is to drag the line or tile down to the empty space.
Lesson 5 (Moving sketches at a target)
The lesson starts with opening the previous lesson and keeping it and opening another project by calling it a new name.The sketch is made to move to a given target by manipulating data on the tile from the view.The sketch is made to move in different directions by dragging different tiles from the view of that sketch and manipulated by changing values on the tile.
Lesson 6 (Using tha pen,bouncing Sketches)
In this lesson we found out that on the view of a sketch the tile are actually grouped so that it can fit into the screen.The tile are grouped into two,the basic and text category.From the text category if motion is selected,tiles comes up that is the bounce and that makes the sketch to return when it gets to the end of the window when in motion.
The pen use was also introduced in this lesson and what it can do.The pen when turned on the sketch leaves a trail as it moves.Using the pen can make a sketch make a lot of patterns and this can e done by changing the figures on the tile.
Lesson 7 (Supply bin,shapes,object and text)
On the tool bar there is an icon that looks like an open box which is called the supply bin.The supply bin has different icons and these icon can be used by clicking on them and dragged to the canvax or work area. The shapes that are gotten can also be treated as a sketch meaning all that you can do with a sketch can also be done with a shape and to a shape. They are called objects because they where not sketched.
Still on the supply bin,there is an icon that is called the text icon which allows a text to be added to the project.the text behaves differently from the sketch and object. Moving a text the halo is opened and the pick up icon is used to move the text and some other fictures like font and size are all avaliable for use.
Introduction to the e-toy welcome screen.The goal of e-toy is making sketches and telling them to do stuff which is called scripting. An e-toy script tells a sketch what to do.In this lesson we learn how to make a sketch.
The first thing to do is to make a project whic is where you put your work.The tool bar and how to use it and all that is in the tool bar was introduced.
After working there is an icon on the tool bar that looks like the stop sign,that when clicked automatically saves the work to your project and when you want to open on the home screen your saved project ,you click on the journal icon and you click on the project you want.
Lesson 2 (Project renaming,shapes and brush size)
The start or this lesson, the saved project is opened and the icon keep is clicked and the project is saved before a new a new project is open. The icon draw was the first to be introduced on the paint tool box.Brush size was also introduced and how it is used.
In this lesson i found out how to use shapes in building and when the paint bucket is not used the area is transparent.
Lesson 3 (Halo and Handles)
In lesson 3 the halo concept in e-toy was introduced.A halo is kind of a tool bar that surrounds the sketch that need to be worked on. It comes out by just right clicking on the sketch.Some little icons on top,bottom and by the sides of the sketch pops out and these icon can be used to manipulate the sketch from resizing to going to its view and picking up the sketch. Still on the halo,there is an icon on top of the sketch that is called the handle.Handles make alot of difference things to the sketch.
Lesson 4 (Making a script using the Viewer)
In this lesson the concept of making a script was explained for the first time. On the halo,at the bottom there is the name given by e-toys to every sketch.This name can be changed to desired name by just clicking on the name and all you need do is type the name you want.
When making a script,knowing that a script tells the`sketch what to do,there is an icon on the left of the sketch on the halo that looks like an eye when clicked it opens the view of that sketch.The tiles are the building block of a script.To make a script all that is needed is to drag the line or tile down to the empty space.
Lesson 5 (Moving sketches at a target)
The lesson starts with opening the previous lesson and keeping it and opening another project by calling it a new name.The sketch is made to move to a given target by manipulating data on the tile from the view.The sketch is made to move in different directions by dragging different tiles from the view of that sketch and manipulated by changing values on the tile.
Lesson 6 (Using tha pen,bouncing Sketches)
In this lesson we found out that on the view of a sketch the tile are actually grouped so that it can fit into the screen.The tile are grouped into two,the basic and text category.From the text category if motion is selected,tiles comes up that is the bounce and that makes the sketch to return when it gets to the end of the window when in motion.
The pen use was also introduced in this lesson and what it can do.The pen when turned on the sketch leaves a trail as it moves.Using the pen can make a sketch make a lot of patterns and this can e done by changing the figures on the tile.
Lesson 7 (Supply bin,shapes,object and text)
On the tool bar there is an icon that looks like an open box which is called the supply bin.The supply bin has different icons and these icon can be used by clicking on them and dragged to the canvax or work area. The shapes that are gotten can also be treated as a sketch meaning all that you can do with a sketch can also be done with a shape and to a shape. They are called objects because they where not sketched.
Still on the supply bin,there is an icon that is called the text icon which allows a text to be added to the project.the text behaves differently from the sketch and object. Moving a text the halo is opened and the pick up icon is used to move the text and some other fictures like font and size are all avaliable for use.
Tuesday, 9 June 2009
Activities so far
List of research done-
- I have gone through most of the tutorials on wave place -http://www.waveplace.org/resources/tutorials/
- Gone through the following web sites- www.scratch.mit.edu , www.alice.org , and game maker.
Last meeting minutes (26th May 2009)
From the meeting i was made to know that all i need to know is that squeak is a professional language and no need to know all about Squeak.
The main concern is the e-toys environment and i should learn all that the environment can do.
I should go through all the tutorials on e-toys and come out with an idea which has to be interesting,challenging and exciting to teach children.
For me to understand how it can be done its necessary to look into the following sites- www.scratch.mit.edu, www.alice.org and Game maker.
The reflections on every site looked at should be documented and a series of lessons,Lab that would teach programming.
The main concern is the e-toys environment and i should learn all that the environment can do.
I should go through all the tutorials on e-toys and come out with an idea which has to be interesting,challenging and exciting to teach children.
For me to understand how it can be done its necessary to look into the following sites- www.scratch.mit.edu, www.alice.org and Game maker.
The reflections on every site looked at should be documented and a series of lessons,Lab that would teach programming.
Subscribe to:
Posts (Atom)