Engineering Design Process

This week I will become the “project manager” for some 30 Scratch projects between my two Code Clubs.  It is Design Review week and the students will meet with me to go over their Game/Project Design Document before beginning to code their own projects to share at our Showcase for parents at the end of the term.

Last time we met I handed out the GDD (Game Design Document) for them to work on and complete before I meet with them for the design review process this week.

I’ve updated the GDD again.  (It is a work in progress).  This time I’ve added the EiE diagram of the Engineering Design Process to the front page and used language to support this process idea within. We use EiE curriculum in school, in our Hypertherm Hope grant supported after school clubs and summer Title I engineering camps. Many students have seen this before.

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In the “Ask” phase I explained that they would have an opportunity to make their own Scratch project and opened it up for their many questions.  We also spent some time looking at past 5 Code Club Showcase projects to see what others have done. (I really hope the llamas don’t get remixed again this time around.  They are hilarious the first time you watch, but… well, even the students were tired of them by the end)

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I also gave them some time to “Imagine” and sent the “Plan” GDD home with them.  Some were quick to come up with their ideas and completed the GDD before Code Club ended.  There will be some time this week while I meet with the groups to work on their “Plan”.

Once the “Plan” is approved it is time to “Create” then test and “Improve”.

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Also new to the GDD is the Team Member Jobs plan. – I am letting them pick a partner of their choice (this is a club, not school) but I’ve found it is often ambiguous who will work on what part.  I’m hoping this part of the GDD will help me help them get work done.

Cute story:  One of my high school volunteers came to me, concerned, with a question about the “working with a partner” option.  A code club member had asked him, the high schooler, to be his partner. So I had to specify to the nine year old, “You can work together with any other code club member, but the high school volunteers will be helping everyone and can’t be your partner.”

My Own “Programming in Scratch” Challenge

Last week was Design Review Day for my code club. In one week’s time the students were able to come up with an original idea for a game, design it, plan its creation and pitch it.  Amazing!  This time I manned the lab while Alex, my high school volunteer and a parent volunteer conferenced with each group.  Both volunteers were pleased with the pitches in general. I admit that I haven’t had a chance to review any of the completed game design documents myself.

Instead I’ve been busy working through a Scratch language MOOC on edX, from my alma mater, called: HarveyMuddX: CS002x Programming in Scratch. I’ve been excited about taking this online class since I first learned of it and started following the course professor Colleen Lewis on Twitter and at CSTeachingTips.org. The course has a nice balance of video lecture, directed “play” in Scratch and rigorous quizzes. The class has helped fill in gaps in my knowledge of Scratch. For one thing, I hadn’t played around much with the Sound blocks in Scratch, so that was a fun week.

I also learned about race conditions, which I hadn’t heard of before.  A race condition is where two things are competing to set a variable or perform two operations at the same time and you cannot be sure of what the outcome will be.  For example, below I’ve set the score to two different values when the green flag is clicked.  Which will Scratch choose?  -whichever setting wins the race.

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An example of a race condition

I had fun making some little drawing projectsScreen Shot 2015-03-10 at 8.27.51 PM and a helicopter game.

Screen Shot 2015-03-10 at 8.16.57 PMNow I have to design a final project. And I have been directed to think about it first…

Rather than just diving into a project, we want you to start thinking about different ideas for things what you might do.

Hmm.. that’s like what I asked my students to do.  The tables have turned and I’m not sure how they did it, now.  I’ve been toying with a couple of different ideas for awhile now and I’m still not sure what I want to tackle.  I’m going to have to make a decision soon and get to work.

This is my favorite question in the final project design phase of this MOOC:

Think about breaking your project into a series of simpler steps. What are the FIRST three things that you would make work?

I wish I had put some wording like that in my game design document for my students.  At any rate, I will remember to ask my students how they will break up their tasks as they continue work on their projects tomorrow.