Timing & Video Sensing

Last week at Creative Coders Club we played with video sensing in Scratch 3.0. It was a ton of fun.

I originally wanted to teach the students some new coding techniques to add to their skill set and thought about introducing using timing and timers.  Adding the wait time block to music or animation can produce powerful effects.  Also, adding a count down timer in a game can make it more thrilling.  I remember having a Getting Unstuck challenge in this theme of using time-related sensing blocks. Here are the examples I presented to the students:

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Learning project from YoungHacks which shows a bunch of uses of timing blocks

Reaction Timer

Allenqin22’s project uses Cloud variables – another thing I need to introduce to my coders.

 

I also thought this reaction timer example would interest the middle schoolers.

 

 

While I was looking for examples, I found this featured project, called Excuse Generator, which the students did enjoy looking at. It was not related to any ideas I was presenting, but it was such a cool project by a new Scratcher I had to share!

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Scratcher Rose-Pearl’s Excuse Generator

The biggest hit turned out to be the video sensing extension.  I knew it would be a great fit for this group when I found the Scratch Team’s Save the Minifigs project. This group would love creating something like that.   My co-leader Kathy agreed.  She found and printed the Scratch video sensing cards for the group.  Since we use Chromebooks, we had easy access to webcams.

We had some technical trouble with the Wifi, not related to Scratch and students had to work in pairs while we worked on getting more computers up and running. In the end, the students didn’t feel like they had enough time to work on this topic so we will revisit video sensing next month.

Here’s what they were able to accomplish.

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Catness – pet the cat and get some strange effects.

(I was going to add more pictures but who wants to see my face multiple times? Just go to the studio link above and check them out.)

One funny note: As I was circulating around to help students, I would inadvertently cross through the webcam’s view of someone’s project and cause all sorts of havoc.  I would also misinterpret someone waving as someone needing help and zip around – through the webcam’s view of others, only to find they were just testing video sensing.  We meet in a library conference room with windows to the main area. I imagined we looked strange with all the arm-waving going on.

I can’t wait to continue with this next month.

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New Year, New Scratch

Creative Coders Club on Monday was one of our best sessions ever.  The kids were really creative and funny and fun to work with.  The kids that came were all returnees and familiar with Scratch.  It was their first time working with Scratch 3.0 and despite a few grumblings about where familiar tools went, they were able to create some creative projects.  For such young people, they really seem upset about the changes to their coding environment.  I’m sure they will get used to the new version and not look back.

When I was looking for a project this month I noticed the tutorial from Cartoon Network on Animating an Adventure Game.  I knew the Creative Coders had been wanting to make an adventure-type game.  I added this option to our January studio and went through the tutorial myself so I could field any issues.  It has some fun character Sprites but turns out to be a simple “collect the gems” game. I felt it was a nice option for the club.

I also looked at the Scratch Design Studio for January.  I’ve been looking at the prompts each month since the Scratch Conference in August, hoping to find one that would work for this club.  The current theme is the Year 3000.  I felt it would really bring out their imagination and creativity.

I started out our meeting with a “Happy New Year” and a question for them. Did things seem different now that it was 2019 or did things just seem the same?  I told them that when I was their age, computers weren’t for kids and that 500 years ago books weren’t for kids either.  Then we brainstormed about what the year 3000 would be like.  That was the first hook.

Then I read them the Scratch Design Studio description.  I really liked some of the questions it asks, like what will food be? like or how will we dance?  It sparks the imagination. They shared their ideas and I had a difficult time getting them to not share all at once.

Next, I showed them the project I made about the year 3000.

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My sample Year 3000 project

The other hook was the text-to-speech extension in Scratch 3.0.  screen shot 2019-01-08 at 9.29.24 pmI had read that some of the tools from Scratch 2.0 – like music and pen blocks – had been moved into the extensions section.  When I went looking, I found the text-to-speech extension.  It is easy to implement and works great.

 

I knew it would be a hit with the Creative Coders, and I was right.  (My only worry would be about the appropriateness of the middle school students – and I let them know, a few times, what my expectations were).

Everyone incorporated text-to-speech in their project and everyone used it appropriately. Whew.

There is not much time in an hour to imagine and create a project but the kids managed to work hard and when I told them they had only 10 minutes to get something ready to share, a few of them revised their big ideas into something manageable.  Two (of ten) said they would finish later.

In the last ten minutes, I showcased the projects they made and added to our January 2019 studio.  We laughed and enjoyed each other’s creativity and imagination.

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The very funny “So boring” Year 3000.

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Another very funny text-to-speech Year 3000 project.

I highly recommend trying out the text-to-speech extension blocks and the different voices.  It is a little tricky to have the “text-to-speech” and “say” blocks sync up (like closed-captioning) but is worth it to be able to see and hear the project.

I hope some of them submit their projects to the Scratch Design Studio and I hope next months SDS theme is just as fun.

Happy New Year and kudos to the Scratch team for a great new version!

Summertime MakeyMakey

Last Tuesday was the fourth and final session of the summer Creative Coding Club at the public library.  It was MakeyMakey time.

The library now has four MakeyMakey devices available to check out! Combined with the eight I borrowed from my school, we had enough for each person to have their own. The library also has Colleen and Aaron Graves’ book 20 Makey Makey Projects for the Evil Genius. I spent some time looking through it ahead of time and ended up building the marble maze project. It had just the right “difficulty to fun” ratio for me.

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I also gathered some supplies, built a couple of pressure switches, and made conductive playdough (I made a gluten-free version with chickpea flour and the kids thought it smelled odd).  I put a few example projects into our Summer #4 Scratch class studio.

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Starter MakeyMakey projects

At the library, we had a fully stocked supply table, thanks to Kathy, and I set up a homemade dance mat (foil and cardboard), the marble maze, and a playdough button piano as examples.

I often find it difficult to introduce and explain what a MakeyMakey device does in a clear, efficient way.  It is much easier to show the MakeyMakeys in action then let the students explore. Three of the students had used MakeyMakey devices before (at our session in May) so they helped me explain to the others.  I did try to hit the key concepts about making a complete circuit or connecting yourself to earth and what to code to get a response.

The best thing about this session was that we had the gift of time.  Extra time to play and explore.  We were just doing this one open-ended thing – playing with MakeyMakey devices and Scratch. The whole time. 90 minutes. It was lovely. We were on Summertime, where you could dive into a project and not worry about constantly moving on to the next thing.

One student had a banana, a potato, a cucumber, and a ball of playdough connected to her music project. Another student made playdough buttons to play his Moonhack project from the previous session.  Another made a 2-player rocket race game.

At one point I walked by two of the girls and they both just had the biggest grins on their faces while playing banana pianos and adjusting their code.

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Staying connected to earth was tricky. I made a playdough ring for my finger but that didn’t work as well as I’d hoped. Other students had other ideas.

One student, near the end, told me he failed. He’s my big idea kid, always exploring the boundaries and testing even bigger ideas. A simple banana piano? Forget it. He thinks up complex ideas and tries them out. He and I both weren’t phased by his declaration, and I didn’t try to help him “be successful”. I just nodded and sat with him for a second in case he wanted to explain where he had failed but he just went on to try some other idea.

My one takeaway on this session was how lovely it was to have time to explore and not hurry off to something else. I enjoyed this slower paced session and they did, too. I have to remember not to over schedule our time and stop worrying about them running out of things to do.

We did stop to share and admire what everyone was doing and then the pizza arrived! Great way to end.

I hope some of these Scratchers check out one of the library’s MakeyMakeys and spend more time exploring the possibilities.

Project Management Workshop Design Document

Project Management from Design to Showcase

This is the title of my Scratch @ MIT 2018 Conference workshop coming up this Saturday. I’m excited and honored to be given the opportunity to share some of my experience working with students to create the original Scratch projects, some of which I have written about in this blog.

Session description:

Managing a class (or club) of students working on individual Scratch projects is complicated.  They have big, creative ideas for their projects. They want multiple levels, gravity, complicated animation, and character interactions in their very first programmed game. We, on the other hand, need these projects done on schedule, for the parent showcase or before grades close. This is project management. How can we, as educators, honor student creativity and voice while dealing with the practical realities of limited time and guidance?

In this session, we will look at elementary student game design documents and find ways to support the conversion of these documents into a working, Scratch-coded final product. Participants will work in pairs or small groups with actual game design documents from my 4th grade Code Club members.  They will discuss and interpret what the student envisions and develop a plan to help the student be successful. A formal plan will help gauge if the student is on target to finish on time.

We will discuss issues that come up during different stages of the process such as helping students communicate their ideas about their project, and think programmatically. We will discuss different ways to code animation, how to find resources, and dealing with student expectations. We will talk about facilitating students working in pairs, time management, and debugging.

(This is my original wording and may differ from the conference program)

Title: Project Management from Design to Showcase
Date: Saturday, July 28
Time: 11:00a – 12:00p
Room:  E15-207 (Wiesner Room)

When I finished writing the description last winter, I was in high spirits because it sounded like a workshop I would want to attend.  I’m hoping to facilitate interesting discussions centered around supporting students and their creativity.

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I’ve gathered the student design documents I want to share and am putting the final touches on my presentation.  I’ll share everything here in a post before the workshop on Saturday.  For now, here is the current version of the design document I use with my 4th-grade Code Club students.

Create Your Own World

I don’t usually blog in the summer, but I’m running a weekly summer code club at the library in July and I’m being a bit reflective about the monthly one that I helped lead this last year.

Earlier in the year, I introduced a new (to me, too) project to the Lebanon Library Creative Coders. We decided to take two of our monthly meetings, February and March, to work on the Create Your Own World project from Code Club World.  I knew this middle school age group would enjoy creating a platform game. One of them even continued to work on it for a third month and was able to add a lot of detail like hit points, inventory list, and bad guys.

 

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World detailed with inventory, hp, weapon and bad guys.

The first meeting we focused on setting up the player movement.  We remixed Code Club Rik’s Resources for this project so we could jump right in with the coding.  When I was prepping for our meeting, I went ahead and changed the character from a square to an overhead view of a guy walking.  One of my original groups of students created Showcase projects called Tomb of Terror and Shadow Swamp with Hatty McWalker.  That’s who I was thinking of with this guy.

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Overhead view of my player.  I added a costume with the mirror image and a “next costume” block in my code to make him look like he is walking.

The Creative Coders were certainly creative with the movement options.  I’m used to using arrow keys for movement, but these middle schoolers liked ASWD and this creative ghoulish option with side arrows for turning and up for forward:

 

I’m finding it useful to look at the code more closely.  There are some interesting, creative coding going on and I’m seeing some misconceptions that will help me help them debug their code.

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Well coded ASWD movement and wall checking

I’ve seen this forever-forever coding before. Something is not working like they expect and they try to solve it with nested forever loops.

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Nested infinite (practically) loops didn’t fix the problem – switching to the “play sound until done” block did.

Or they are checking for an event and forget to put in the forever loop:

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One time event checking?

This wall checking code has been separated from the key-press event giving no response.

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If touching wall move in all directions at once.

A couple of the coders explored more blocks where you can define your own.  This led to a teaching moment for me to explain how these function blocks worked.  It turned out less useful than my right-click to duplicate code suggestion.

 

 

All in all, they impressed me. In the moment I’m not always sure what is going on with everyone and even at the end when we stop to share what we’ve accomplished I don’t always know how they did.

Some of them didn’t want to continue what they had started the month before, but they were self-motivated and independent enough to work on their own projects.

I love that this crew is supportive of each other and willing to share their ideas and compliments.

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I appreciate good, supportive commenting

Some of the same students have signed up for the summer session. I’m looking forward to it.

Catch with Creative Coders

Last week I presented the Catch Game project to my group of coders that meets at the library once a month.  This group has a different vibe than my weekly Code Club.  Some of these coders are a bit older, some were in my Code Club when they were in 4th grade and we have new members each month.

We are also using online Scratch accounts on the library Chromebooks instead of Scratch 2.0 offline editor.  I’ve set up a teacher account and a class. Members can use one of the pre-set 15 student accounts or their own Scratch account if they have one.

Each month I set up a studio for them to add their projects. Then we can all try out and play their projects at the end of the session.   I’ve had a bit of trouble with adding studios.  Sometimes they have not been available to the students to see or to add their projects, but I think I’ve figured out why.  There are two ways I can set up a studio in my Scratch Teacher Account – under My Classes and under My Stuff.  If I can set up a studio inside My Classes, that will automatically allow my students to be curators of that studio.  If I set up the studio under My Stuff then only I am set up as a curator of the studio.  Interestingly, I can see all of the studios from My Studios. The difference appears when I look in the Curators tab.

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We emphasize creativity in their project design and encourage sharing and playing each other’s projects at the end of each session. I like to display each one on the big screen as well, as we want to celebrate each coder’s hard work. So I was a bit frustrated when no one could see the studio I set up.  One student helped me out on Monday by setting up a studio from his student account and adding to it all the shared projects.

 

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Catch the snowflakes

 

 

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1000 bonus points for catching the soccer ball!

 

They are a pretty creative bunch and didn’t have much problem with the project.  One student seemed to strive to annoy everyone with “creative” sound effects.  Others were making the screens fill with falling pugs or watermelons.

One student asked about keeping a high score list.  I think I’ll need to look into that request.  I know I’ve seen instructions about that somewhere.