What Is Advanced Logo?

Total Page:16

File Type:pdf, Size:1020Kb

What Is Advanced Logo? What Is Advanced Logo? In This Issue by Dorothy Fitch When you are 10 years old, 15 seems old. When you are 20 years old, 30 What Is Advanced Logo? : ,. 1 seems old. When you are 30 years old, 45 seems old. "Old" is always older than By Seymour Papert 4 you are. Age is a moving target. So is "Advanced Logo". When you first begin Logo Tool Box 6 with Logo, the idea of writing procedures seems advanced. Then variables Logo Users Groups 8 seem advanced. Then words and lists. Then interactive programming. Then New Product Information 8 recursion, the non-tail-end kind. Book Review 9 Advanced Logo is what you don't yet understand. It's something you have Advanced Logo Bibliography 10 to work at, a hurdle, something new to your experience that grinds you to a What is "advanced Logo"? I asked halt. Learning new things can be frustrating, but it's exhilarating when you Dorothy Fitch, Brian Harvey, Brian figure them out, understand them, and can use them. Silverman, Alberto Caiias, Sharon It is easy to say that advanced Logois a set oftechnically obscure primitives. Yoder, and Mitchel Resnick. Their These are the less intuitive programming tools, the fancier ''bells and answers comprise the lead article of whistles" of the language. You are probably on your own as you learn these this issue ofLogo Update. As far as I primitives, not generally covered in a typical first Logo course or book. Even know, none of them discussed the experienced Logo users can find "advanced" primitives that they haven't fully question with each other, at least not explored or with which they don't feel totally comfortable (property lists, specifically in connection with this arrays, stream 110, machine language interfacing, bitwise operations). article . Yet there are certain However, in a deeper sense, advanced Logo is not the language, but what viewpoints that several ofthe authors you do with it. People sometimes call Terrapin and ask for our "easy" version share. Seymour Papert reflects on of the language. There is no "easy" version. There is no "advanced" version. those themes in his commentary There are just "easy" or "advanced" things you can do with Logo,just as there beginning on page 4. are "easy" and "advanced" things you can do with a hammer, nails, and wood, If you are about to put this issue of or with a needle, thread, and fabric. Logo Update aside because "advanced What makes a project "advanced?" It might require more complex problem- Logo"is not for you, I suggest that you solving strategies. It might be a program with scores of procedures, creating give it a chance. The various many paths through it, more opportunities for bugs to creep in, and more perspectives ofthe authors collectively testing routines. It may be an elegant but simple program that shows a full convey a view of advanced Logo that comprehension of recursion. is inclusive and not at all elitist or An "easy" Logoproject can become an "advanced" project simply by changing obscure. the rules: "Do this using only five instructions." "Find a way to solve this Carol Sperry's Book Review recursively." "Do this without using the following primitives: ... " "Solve this continues that theme with a look at problem in three different ways." Sometimes advanced projects push you into several advanced Logo books. learning primitives you might not have otherwise investigated, bringing Accompanying the review is a together both ways of looking at "Advanced Logo". bibliography of books and papers Logois a set oftools. You learn to use them at your own pace; you make with suggested by Carol and by the other them what you want. And if your Logo contains the tools for the projects you authors. want to complete, then that's all you need. Unlike most computer environments, I puzzled for a while about how to Logo continually offers new challenges to those who seek them. sequence the six pieces that form the main article. Since my name begins by Brian Harvey with "T" I never liked the idea of This feels like a funny question to me, since the party line these days is that listing authors in alphabetical order. In Logois a tool to be used for studying other things, and if that's so, the emphasis the end, I arranged them randomly. should be on, let's say, advanced math rather than advanced Logo. (Yes,ofcourse Iused aLogoprocedure. Nevertheless, there's a paradox in Logo-as-tool, namely that unless you It's on page 7,but why don't you try it study Logo itself, it's not a very transparent tool. Logo beginners can get for yourself before looking there?) trapped in small details of syntax, which make it hard to get past the mechanics of programming into the math or whatever else you're trying to learn about. If you say "I'm not interested in Logo itself," you never overcome this vulnerability to the syntax. There are two ways to solve the problem of programming details. One is for some expert, a teacher or a Logo implementor, to build a simplified interface (Continues on next page) page 2 Logo Foundation as long as you can remember every as successive versions of Logo have 250 West 57th Street detail of your program. But as let more and more things be New York, NY 10107-2603 programs get larger, they get much:" increasingly concrete. (For instance, Telephone: 212765-4918 harder to debug, because the result of when LogoWriter came out I started FAX: 212765-4789 this instruction depends on some printing to the page to keep lists of email: [email protected] leftover result from another results instead of using sentence to instruction 300 lines away. Partly keep lists of results.) What's grown Board of Directors Seymour Papert, Chair this kind ofadvancement comes from instead is the sophistication of the Clotilde Fonseca practice: from writing lots of ideas I've let myself explore and the Tessa R. Harvey programs. But there are ideas that range of interests that I've mucked Geraldine Kozberg programmers can learn to help control about with using the computer. Over Michael Tempel the complexity oftheir programs; the the last couple of years the projects Takayuki Tsuru most important of these ideas is have usually had something to do The Logo Foundation is a nonprofit abstraction, which means extending with experimental mathematics or educational organization incorporated the vocabulary ofyour programming evolutionary biologyor whatever else in New York State. language by inventing new features, managed to catch my interest. new data types, and so on, and then Using programming as part of an Logo Update is published three times using those extensions to make your exploration requires a certain amount yearly by the Logo Foundation. program shorter and cleaner. (It was of fluency. Fluency in the sense of Subscription is free. because BASIC didn't provide the being able to create Logo programs © 1994 Logo Foundation language extension tools needed for while thinking about the exploration You may copy and distribute this abstraction that Logo people fought rather than thinking about Logo or document for educational purposes against it back in the early days of the computer. This comes with provided that you do not charge for educational computing.) practice, with looking at examples, such copies and that this copyright notice is reproduced in full. Finally, of course, some of those with discussing "neat hacks" and extra features that help you write tricks of the trade with friends and (Continued from page 1) more complex programs are already mentors, with essentially the same that you can use to get at some set of in Logo, so "advanced Logo" also kind oflearning strategies that you'd ideas without really using the Logo means learning about property lists, use to pick up any other non-trivial _ language.Il'he.other.iand.here is.the, about-procedun~"as-data.(define-and -sk-ill.-Thekind-offl-uefl.BYthat-lets you paradox, is to invest some effort into text), about nonlocal exit (catch and express yourself without thinking Logoas an object ofstudy, so that the throw), about parallelism in LCSI's about the language is for me what language truly does become a MicroWorlds, about object-oriented advanced Logo really is. transparent means of access to ideas programming in Paradigm Software's about other things. Object Logo, and so on. by Alberto Canas So I'd say that one meaning of Advanced Logo can refer to an "advanced Logo"is reaching a state of by Brian Silverman advanced use of Logo or to an mind in which the syntax rules feel It's often hard to get a handle on advanced version of the language. I sensible rather than arbitrary. Why what "advanced" means. I remember propose that any truly advanced do you put quotes in front of the someone telling me a story about version of Logo must lead to an variable name with make but a colon asking a bunch of children what they advanced use of the language. in front with print? A beginner will thought advanced mathematics were. The first idea that too often comes say, "Generally you use the colon for The answer was usually something to mind when considering the phrase variables, but make is an exception." like doing sums. But it was sums of "advanced use ofthe language" is the An advanced Logoite will say, "It has really big lists of really big numbers. complexity of the instructions used nothing to do with make or print, I suppose we could use reasoning in programming: the more complex really.
Recommended publications
  • Design Principles Behind Beauty and Joy of Computing
    Paper Session: CS0 SIGCSE ’20, March 11–14, 2020, Portland, OR, USA Design Principles behind Beauty and Joy of Computing Paul Goldenberg June Mark Brian Harvey Al Cuoco Mary Fries EDC EDC UCB EDC EDC Waltham, MA, USA Waltham, MA, USA Berkeley, CA, USA Waltham, MA, USA Waltham, MA, USA [email protected] [email protected] [email protected] [email protected] [email protected] ABSTRACT Technical Symposium on Computer Science Education (SIGCSE’20), March 11–14, 2020, Portland, OR, USA. ACM, NewYork, NY, USA, 7 pages. ACM, This paper shares the design principles of one Advanced Placement New York, NY, USA, 7 pages https://doi.org/10.1145/3328778.3366794 Computer Science Principles (AP CSP) course, Beauty and Joy of Computing (BJC), both for schools considering curriculum, and for 1 Introduction developers in this still-new field. BJC students not only learn about The National Science Foundation (NSF) and College Board (CB) in- CS, but do some and analyze its social implications; we feel that the troduced the Advanced Placement Computer Science Principles (AP job of enticing students into the field isn’t complete until students CSP) course to broaden participation in CS by appealing to high find programming, itself, something they enjoy and know they can school students who didn’t see CS as an inviting option—especially do, and its key ideas accessible. Students must feel invited to use female, black, and Latinx students who have been typically un- their own creativity and logic, and enjoy the power of their logic derrepresented in computing. The AP CSP course was the center- and the beauty and elegance of the code by which they express it.
    [Show full text]
  • BERKELEY LOGO 6.1 Berkeley Logo User Manual
    BERKELEY LOGO 6.1 Berkeley Logo User Manual Brian Harvey i Short Contents 1 Introduction :::::::::::::::::::::::::::::::::::::::::: 1 2 Data Structure Primitives::::::::::::::::::::::::::::::: 9 3 Communication :::::::::::::::::::::::::::::::::::::: 19 4 Arithmetic :::::::::::::::::::::::::::::::::::::::::: 29 5 Logical Operations ::::::::::::::::::::::::::::::::::: 35 6 Graphics:::::::::::::::::::::::::::::::::::::::::::: 37 7 Workspace Management ::::::::::::::::::::::::::::::: 49 8 Control Structures :::::::::::::::::::::::::::::::::::: 67 9 Macros ::::::::::::::::::::::::::::::::::::::::::::: 83 10 Error Processing ::::::::::::::::::::::::::::::::::::: 87 11 Special Variables ::::::::::::::::::::::::::::::::::::: 89 12 Internationalization ::::::::::::::::::::::::::::::::::: 93 INDEX :::::::::::::::::::::::::::::::::::::::::::::::: 97 iii Table of Contents 1 Introduction ::::::::::::::::::::::::::::::::::::: 1 1.1 Overview ::::::::::::::::::::::::::::::::::::::::::::::::::::::: 1 1.2 Getter/Setter Variable Syntax :::::::::::::::::::::::::::::::::: 2 1.3 Entering and Leaving Logo ::::::::::::::::::::::::::::::::::::: 5 1.4 Tokenization:::::::::::::::::::::::::::::::::::::::::::::::::::: 6 2 Data Structure Primitives :::::::::::::::::::::: 9 2.1 Constructors ::::::::::::::::::::::::::::::::::::::::::::::::::: 9 word ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 9 list ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 9 sentence :::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 9 fput ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
    [Show full text]
  • Microworlds: Building Powerful Ideas in the Secondary School
    US-China Education Review A 9 (2012) 796-803 Earlier title: US-China Education Review, ISSN 1548-6613 D DAVID PUBLISHING Microworlds: Building Powerful Ideas in the Secondary School Craig William Jenkins University of Wales, Wales, UK In the 1960s, the MIT (Massachusetts Institute of Technology) developed a programming language called LOGO. Underpinning this invention was a profound new philosophy of how learners learn. This paper reviews research in the area and asks how one notion in particular, that of a microworld, may be used by secondary school educators to build powerful ideas in STEM (science, technology, engineering, and mathematics) subjects. Keywords: microworlds, programming, STEM (science, technology, engineering, and mathematics), constructionism, education Theories of Knowing This paper examines the microworld as a tool for acquiring powerful ideas in secondary education and explores their potential role in making relevant conceptual learning accessible through practical, constructionist approaches. In line with this aim, the paper is split into three main sections: The first section looks at the underlying educational theory behind microworlds in order to set up the rest of the paper; The second section critically examines the notion of a microworld in order to draw out the characteristics of a microworlds approach to learning; Finally, the paper ends with a real-world example of a microworld that is designed to build key, powerful ideas within a STEM (science, technology, engineering, and mathematics) domain of knowledge. To begin to understand the educational theory behind microworlds, a good starting point is to consider the ways in which learners interact with educational technology. In 1980, Robert Taylor (1980) provided a useful framework for understanding such interactions.
    [Show full text]
  • The Education Column
    The Education Column by Juraj Hromkovicˇ Department of Computer Science ETH Zürich Universitätstrasse 6, 8092 Zürich, Switzerland [email protected] Learn to Program?Program to Learn! Matthias Hauswirth Università della Svizzera italiana [email protected] Abstract Learning to program may make students more employable, and it may make them better thinkers. However, the most important reason for learning to program may well be that it enables an entirely new way of learning.1 1 Why Everyone Should Learn to Program We are in a gold rush in computer science education. Countless school districts, states, countries, non-profits, and startups rush to offer computer science, or cod- ing, for all. The goal—or gold?—too often is seen in empowering students to get great future-proof jobs. This first goal—programming to earn—is fine, but it is much too limited. A broader goal looks at computer science education as general education that helps students to become critical thinkers. Like the headmaster of my school, who recommended I study Latin because it would make me a better thinker. It probably did. And so did studying computer science. This second goal—programming to think—is great. However, I claim that there is a third, even greater, goal for teaching computer science to each and every person on the planet. Read on! 2 Computer Language as a Medium In “Computer Science: Reflections on the Field, Reflections from the Field” [6], Gerald Jay Sussman (MIT) writes an essay called “The Legacy of Computer Sci- ence.” There he cites from his own landmark programming textbook “Structure and Interpretation of Computer Programs” (SCIP) [1]: 1 This article is based on a blog post previously published at https://medium.com/ @mathau/learning-to-program-programming-to-learn-c2c3d71d4d1d The computer revolution is a revolution in the way we think and in the way we express what we think.
    [Show full text]
  • Co-Teaching Computer Science Across Borders
    Session 3 L@S ’20, August 12–14, 2020, Virtual Event, USA Co-Teaching Computer Science Across Borders: Human-Centric Learning at Scale Chris Piech Lisa Yan Lisa Einstein Stanford University Stanford University Stanford University Stanford, CA, USA Stanford, CA, USA Stanford, CA, USA [email protected] [email protected] [email protected] Ana Saavedra Baris Bozkurt Eliska Sestakova Stanford University Izmir Demokrasi Universitesi Czech Technical University Stanford, CA, USA Izmir, Turkey Prague, Czech Republic [email protected] [email protected] eliska.sestakova@fit.cvut.cz Ondrej Guth Nick McKeown Czech Technical University Stanford University Prague, Czech Republic Stanford, CA, USA ondrej.guth@fit.cvut.cz [email protected] ABSTRACT CCS Concepts Programming is fast becoming a required skill set for stu- •Social and professional topics ! Computing education; dents in every country. We present CS Bridge, a model for CS1; cross-border co-teaching of CS1, along with a correspond- ing open-source course-in-a-box curriculum made for easy INTRODUCTION localization. In the CS Bridge model, instructors and student- Computer science education has made substantial progress teachers from different countries come together to teach a towards the goal of CS for All in the United States, online, short, stand-alone CS1 course to hundreds of local high school and in some regions of the world. However, there is mounting students. The corresponding open-source curriculum has been evidence of a growing global digital divide, where access to specifically designed to be easily adapted to a wide variety of CS education is heavily dependant on which region you were local teaching practices, languages, and cultures.
    [Show full text]
  • Polish Python: a Short Report from a Short Experiment Jakub Swacha Department of IT in Management, University of Szczecin, Poland [email protected]
    Polish Python: A Short Report from a Short Experiment Jakub Swacha Department of IT in Management, University of Szczecin, Poland [email protected] Abstract Using a programming language based on English can pose an obstacle for learning programming, especially at its early stage, for students who do not understand English. In this paper, however, we report on an experiment in which higher-education students who have some knowledge of both Python and English were asked to solve programming exercises in a Polish-language-based version of Python. The results of the survey performed after the experiment indicate that even among the students who both know English and learned the original Python language, there is a group of students who appreciate the advantages of the translated version. 2012 ACM Subject Classification Social and professional topics → Computing education; Software and its engineering → General programming languages Keywords and phrases programming language education, programming language localization, pro- gramming language translation, programming language vocabulary Digital Object Identifier 10.4230/OASIcs.ICPEC.2020.25 1 Introduction As a result of the overwhelming contribution of English-speaking researchers to the conception and development of computer science, almost every popular programming language used nowadays has a vocabulary based on this language [15]. This can be seen as an obstacle for learning programming, especially at its early stage, for students whose native language is not English [11]. In their case, the difficulty of understanding programs is augmented by the fact that keywords and standard library function names mean nothing to them. Even in the case of students who speak English as learned language, they are additionally burdened with translating the words to the language in which they think.
    [Show full text]
  • 2018 General Local Elections
    LOCAL ELECTIONS CAMPAIGN FINANCING CANDIDATES 2018 General Local Elections JURISDICTION ELECTION AREA OFFICE EXPENSE LIMIT CANDIDATE NAME FINANCIAL AGENT NAME FINANCIAL AGENT MAILING ADDRESS 100 Mile House 100 Mile House Councillor $5,000.00 Wally Bramsleven Wally Bramsleven 5538 Park Dr 100 Mile House, BC V0K 2E1 100 Mile House Councillor $5,000.00 Leon Chretien Leon Chretien 6761 McMillan Rd Lone Butte, BC V0K 1X3 100 Mile House Councillor $5,000.00 Ralph Fossum Ralph Fossum 5648-103 Mile Lake Rd 100 Mile House, BC V0K 2E1 100 Mile House Councillor $5,000.00 Laura Laing Laura Laing 6298 Doman Rd Lone Butte, BC V0K 1X3 100 Mile House Councillor $5,000.00 Cameron McSorley Cameron McSorley 4481 Chuckwagon Tr PO Box 318 Forest Grove, BC V0K 1M0 100 Mile House Councillor $5,000.00 David Mingo David Mingo 6514 Hwy 24 Lone Butte, BC V0K 1X1 100 Mile House Councillor $5,000.00 Chris Pettman Chris Pettman PO Box 1352 100 Mile House, BC V0K 2E0 100 Mile House Councillor $5,000.00 Maureen Pinkney Maureen Pinkney PO Box 735 100 Mile House, BC V0K 2E0 100 Mile House Councillor $5,000.00 Nicole Weir Nicole Weir PO Box 545 108 Mile Ranch, BC V0K 2Z0 100 Mile House Mayor $10,000.00 Mitch Campsall Heather Campsall PO Box 865 100 Mile House, BC V0K 2E0 100 Mile House Mayor $10,000.00 Rita Giesbrecht William Robertson 913 Jens St PO Box 494 100 Mile House, BC V0K 2E0 100 Mile House Mayor $10,000.00 Glen Macdonald Glen Macdonald 6007 Walnut Rd 100 Mile House, BC V0K 2E3 Abbotsford Abbotsford Councillor $43,928.56 Jaspreet Anand Jaspreet Anand 2941 Southern Cres Abbotsford, BC V2T 5H8 Abbotsford Councillor $43,928.56 Bruce Banman Bruce Banman 34129 Heather Dr Abbotsford, BC V2S 1G6 Abbotsford Councillor $43,928.56 Les Barkman Les Barkman 3672 Fife Pl Abbotsford, BC V2S 7A8 This information was collected under the authority of the Local Elections Campaign Financing Act and the Freedom of Information and Protection of Privacy Act.
    [Show full text]
  • 1. with Examples of Different Programming Languages Show How Programming Languages Are Organized Along the Given Rubrics: I
    AGBOOLA ABIOLA CSC302 17/SCI01/007 COMPUTER SCIENCE ASSIGNMENT ​ 1. With examples of different programming languages show how programming languages are organized along the given rubrics: i. Unstructured, structured, modular, object oriented, aspect oriented, activity oriented and event oriented programming requirement. ii. Based on domain requirements. iii. Based on requirements i and ii above. 2. Give brief preview of the evolution of programming languages in a chronological order. 3. Vividly distinguish between modular programming paradigm and object oriented programming paradigm. Answer 1i). UNSTRUCTURED LANGUAGE DEVELOPER DATE Assembly Language 1949 FORTRAN John Backus 1957 COBOL CODASYL, ANSI, ISO 1959 JOSS Cliff Shaw, RAND 1963 BASIC John G. Kemeny, Thomas E. Kurtz 1964 TELCOMP BBN 1965 MUMPS Neil Pappalardo 1966 FOCAL Richard Merrill, DEC 1968 STRUCTURED LANGUAGE DEVELOPER DATE ALGOL 58 Friedrich L. Bauer, and co. 1958 ALGOL 60 Backus, Bauer and co. 1960 ABC CWI 1980 Ada United States Department of Defence 1980 Accent R NIS 1980 Action! Optimized Systems Software 1983 Alef Phil Winterbottom 1992 DASL Sun Micro-systems Laboratories 1999-2003 MODULAR LANGUAGE DEVELOPER DATE ALGOL W Niklaus Wirth, Tony Hoare 1966 APL Larry Breed, Dick Lathwell and co. 1966 ALGOL 68 A. Van Wijngaarden and co. 1968 AMOS BASIC FranÇois Lionet anConstantin Stiropoulos 1990 Alice ML Saarland University 2000 Agda Ulf Norell;Catarina coquand(1.0) 2007 Arc Paul Graham, Robert Morris and co. 2008 Bosque Mark Marron 2019 OBJECT-ORIENTED LANGUAGE DEVELOPER DATE C* Thinking Machine 1987 Actor Charles Duff 1988 Aldor Thomas J. Watson Research Center 1990 Amiga E Wouter van Oortmerssen 1993 Action Script Macromedia 1998 BeanShell JCP 1999 AngelScript Andreas Jönsson 2003 Boo Rodrigo B.
    [Show full text]
  • Stanford Artificial Intelligence Laboratory Memo AIM-337
    Stanford Artificial Intelligence Laboratory Memo AIM-337 Computer Science Department Report No. STAN-CS-80-808 Basic Research in Artificial Intelligence and Foundations of Programming bY John McCarthy, Principal Investigator Thomas Binford, David Luckham, Zohar Manna, Richard Weyhrauch Associate Investigators Edited by Les Earnest Research sponsored by Defense Advanced Research Projects Agency COMPUTER SCIENCE DEPARTMENT Stanford University . Stanford Artificial Intelligence Laboratory May 1980 Memo AIM-337 Computer Science Department Report No. STAN-C&80-808 Basic Research in Artificial Intelligence and Foundations of Programming John McCarthy, Principal Investigator Thomas Binford, David Luckham, Zohar Manna, Richard Weyhrauch Associate Investigators Edited by Les Earnest Recent research results are reviewed in the areas of formal reasoning, mathematical theory of computation, program verification, and image understanding. This research was supported by the Advanced Research Projects Agency of the Department of Defense under ARPA Order No. 2494, Contract MDA903-76-C-0206. The views and conclusions contained in this document are those of the authors and should not be interpreted as necessarily representing the oflcial policies, either expressed or implied, of Stanford University, vr any agency of the U. S. Government. Reproduced in the U.S.A. Available from the National Techicol Information Service, Springfield, Z4rginia 22161. 1 . 1 Table of Contents 1. Introduction Sect ion Page This report describes recent research in several 1. Introduction 1 related areas: 2. Basic Research in Artificial Intelligence 0 Basic research in artifiial intelligence and and Formal Reasoning 2 formal reasoning addresses fundamental 2.1 Formal Reasoning 2 problems in the representation of knowledge 2.2 First Order Logic 3 and reasoning processes applied to this 2.3 Mathematical Theory of Program knowledge.
    [Show full text]
  • Logo Tree Project
    LOGO TREE PROJECT Written by P. Boytchev e-mail: pavel2008-AT-elica-DOT-net Rev 1.82 July, 2011 We’d like to thank all the people all over the globe and all over the alphabet who helped us build the Logo Tree: A .........Daniel Ajoy, Eduardo de Antueno, Hal Abelson B .........Andrew Begel, Carl Bogardus, Dominique Bille, George Birbilis, Ian Bicking, Imre Bornemisza, Joshua Bell, Luis Belmonte, Vladimir Batagelj, Wayne Burnett C .........Charlie, David Costanzo, John St. Clair, Loïc Le Coq, Oliver Schmidt-Chevalier, Paul Cockshott D .........Andy Dent, Kent Paul Dolan, Marcelo Duschkin, Mike Doyle E..........G. A. Edgar, Mustafa Elsheikh, Randall Embry F..........Damien Ferey, G .........Bill Glass, Jim Goebel, H .........Brian Harvey, Jamie Hunter, Jim Howe, Markus Hunke, Rachel Hestilow I........... J..........Ken Johnson K .........Eric Klopfer, Leigh Klotz, Susumu Kanemune L..........Janny Looyenga, Jean-François Lucas, Lionel Laské, Timothy Lipetz M.........Andreas Micheler, Bakhtiar Mikhak, George Mills, Greg Michaelson, Lorenzo Masetti, Michael Malien, Sébastien Magdelyns, Silvano Malfatti N .........Chaker Nakhli ,Dani Novak, Takeshi Nishiki O ......... P..........Paliokas Ioannis, U. B. Pavanaja, Wendy Petti Q ......... R .........Clem Rutter, Emmanuel Roche S..........Bojidar Sendov, Brian Silverman, Cynthia Solomon, Daniel Sanderson, Gene Sullivan, T..........Austin Tate, Gary Teachout, Graham Toal, Marcin Truszel, Peter Tomcsanyi, Seth Tisue, Gene Thail U .........Peter Ulrich V .........Carlo Maria Vireca, Álvaro Valdes W.........Arnie Widdowson, Uri Wilensky X ......... Y .........Andy Yeh, Ben Yates Z.......... Introduction The main goal of the Logo Tree project is to build a genealogical tree of new and old Logo implementations. This tree is expected to clearly demonstrate the evolution, the diversity and the vitality of Logo as a programming language.
    [Show full text]
  • Direct Manipulation of Turtle Graphics
    Master Thesis Direct Manipulation of Turtle Graphics Matthias Graf September 30, 2014 Supervisors: Dr. Veit Köppen & Prof. Dr. Gunter Saake Otto-von-Guericke University Magdeburg Prof. Dr. Marian Dörk University of Applied Sciences Potsdam Abstract This thesis is centred around the question of how dynamic pictures can be created and manipulated directly, analogous to drawing images, in an attempt to overcome traditional abstract textual program representations and interfaces (coding). To explore new ideas, Vogo1 is presented, an experimental, spatially-oriented, direct manipulation, live programming environment for Logo Turtle Graphics. It allows complex abstract shapes to be created entirely on a canvas. The interplay of several interface design principles is demonstrated to encourage exploration, curiosity and serendipitous discoveries. By reaching out to new programmers, this thesis seeks to question established programming paradigms and expand the view of what programming is. 1http://mgrf.de/vogo/ 2 Contents 1 Introduction5 1.1 Research Question.................................6 1.2 Turtle Graphics..................................6 1.3 Direct Manipulation................................8 1.4 Goal......................................... 10 1.5 Challenges..................................... 12 1.6 Outline....................................... 14 2 Related Research 15 2.1 Sketchpad..................................... 15 2.2 Constructivism................................... 16 2.3 Logo........................................ 19 2.4
    [Show full text]
  • Why Design? Constructivism and Constructionism
    When people think about learning and Why Design? education, they often think about one person transmitting information to an- Design projects engage kids as active participants, giving other, like this: them a greater sense of control and responsibility for the learning process. Design projects encourage creative problem-solving. Design projects are often interdisciplinary, bringing to- gether ideas from art, technology, math, and sciences. Design projects help kids learn to put themselves in the minds of others, since they need to consider how others will Increasingly, educators are recognizing use the things they create. that this “transmission approach” doesn’t work very well. Research has Design projects provide opportunities for reflection and shown that people learn best not when collaboration. they are passively receiving informa- tion, but when they are actively en- Design projects set up a positive-feedback loop of learning: gaged in exploring, experimenting, and when kids design things, they get new ideas, leading them expressing themselves (sometimes to design new things, from which they get even more ideas, known as the 3 X’s). leading them to design yet more things, and so on. More and more schools are focusing on learning-by-doing, engaging stu- dents in hands-on activities. Computer Clubhouses follow a similar strategy, Constructivism and Constructionism but go a step further: members don’t The Clubhouse learning-by-designing approach is inspired by simply get their hands on computers, two important theories of learning and education. they use computers to design, create, and invent things. It’s not just learning- The constructivist theory The constructionist approach by-doing; it’s learning-by-designing.
    [Show full text]