COMPUTING AT SCHOOL NEW SLETTER W INTER / SPRING 2011 CAS NEWSLETTER MOBILE APP DEVELOPMENT A BUSY YEAR AHEAD AS SUPPORT GROW S Computing At School is barely two years old but our membership is already over 600. W e‘re a diverse GOES VISUAL group united by a concern that SPRING 2011 Computing, one of the most excit- There can be few contexts as motivational for pupils as developing applications ing disciplines in today‘s world, for their mobile phones. Until now though, developing mobile applications has has been squeezed out of the been the preserve of small numbers of older students. All that is set to change school curriculum. with a new development from Google. Google App Inventor is a web based ap-

plication that has the potential to allow anyone to create software for Android Computing is a unique discipline devices. Users can drag and drop objects onto a simulated phone screen and that we believe all pupils should use a graphical interface very similar to Scratch to develop the code required. have exposure to. As Nicholas Negroponte, architect of the One Laptop Per Child Project com- mented, —Computer programming is a powerful tool for children to ”learn learning‘, that is to learn the skills of thinking and problem solv- ing… Children who engage in pro- gramming transfer that kind of learning to other things.“

CAS teachers can testify to the powerful ideas pupils generate through computing and the anti- dote this gives to the increasing ”powerpointlessness‘ of much that App Inventor for Android draws on a large body of research into educational passes for ICT. Growing numbers computing. Open Blocks visual programming, which lies behind the App Inven- are getting SWITCHEDON. Inside tor interface, is distributed by the Massachusetts Institute of Technology (MIT), you‘ll find reports of things being Scheller Teacher Education Program (STEP), home of StarLogoTNG, and is tried and shared, of meetings, closely related to Scratch, a product of MIT‘s Media Lab. Both have a growing initiatives and collaboration with uptake in schools. These projects have been informed by a constructionist the- colleagues in higher education. ory of learning which traces its roots to the work of Seymour Papert and the MIT This issue is packed with ideas to 1 Logo Group in the 1960‘s. The theory highlights programming as a vehicle for take back to your classroom. En- developing powerful ideas through active learning. CAS will be showcasing pro- thusiasm is infectious. If you like jects that emphasise a problem solving approach in our BETT seminar. There what you read, please join us. See are much broader educational benefits to computer programming than simply the back page for more details. getting code to work. There couldn‘t be a better time to get your pupils involved.

The —Computing At School“ group (CAS) is a membership association run by BCS, The Chartered Institute for IT, supported by Microsoft Research and other partners. Its aim is to support and promote the teaching of computing in UK schools. A COMPREHENSIVE SUITE OF MINDSTORMS: COMPUTERS, BUILD YOUR OWN BLOCKS: A RECIPE ANIMATION 11: NOW VISUAL TOOLS FOR THOUGHT LET’S GET SCRATCHING! The release of Google‘s App Inventor for KIDS AND POW ERFUL IDEAS TO PLAY PONG OVER A NETWORK The School of Computer Science Android is just the latest development in a at The University of Manchester suite of free tools that seek to release the Seymour Papert‘s pioneering work with Logo started a Many teachers are now using BYOB, a powerful extension to is once again running its annual creative potential of pupils through pro- revolution. His perspective, which has motivated many Scratch, to develop exiting projects for their classrooms. Simple UK Schools Computer Animation gramming whilst removing some of the subsequent developments in computing education, holds games are well within the reach of young children, but a net- Competition, now in its fourth common hurdles. Visual languages have that programming can be a vehicle for engaging powerful worked game can take their learning even further. John Stout year. The competition has, to been in development for many years and ideas through active learning. shares a successful recipe. date, involved over 4,000 school- Seymour Papert and MIT‘s Media Lab children from 1100 schools across have led developments in this field. Most Papert's thinking, which he called First the required ingredients: On the server create a Ball, and a left the UK, and is funded by Google, recently, Scratch has taken the educa- "constructionism", is a version of con- 2 networked computers running BYOB bat called LeftBat. Right click each Electronic Arts, and the Granada tional world by storm. Developed by the structivist thinking based on the ideas 1 ball (a sprite) sprite and select Share sprite. These Foundation, in association with MIT Media Lab, it has been widely taken of Jean Piaget, with whom he had stud- 2 bats (both sprites) sprites get copied across the mesh BBC21CC and cs4fn. up by teachers and pupils. The bar to en- ied. Constructivist thinking holds that 4 walls (all sprites) and appear on the other machine. The try, the simple interface and snap together individual learners construct or modify 2 scores (both ”global‘ variables, i.e. client should meanwhile create a right The compe- Professor Steve Furber talks about Com puters and Brains at mental models to understand the world for all sprites) bat called RightBat and share that. commands make programming constructs tition is the Anim ation10 easy for children to visualise. Most impor- around them. Constructionism (with an 2 direction changes (both ”local‘ vari- The server now creates and shares open to all Festival tantly, the use of visual snap together N rather than a V) holds that learning ables for the ball, i.e. this sprite only) four walls, called LeftW all, RightW all, UK school blocks removes the syntax barrier. Creat- can happen most effectively in a context TopW all, and BottomW all. These can children ing programs is highly motivational, finding where the learner is consciously en- Second the method: be shared with the other player, then aged be- a missing semicolon is not. gaged in constructing a public entity in From the Share menu on one ma- rearranged on their stage to provide tween 7 the real world, whether that is a sand chine (this will be the server) select the environment for Pong. and 19. The So successful is the Scratch environment castle on the beach, or a theory of the universe in the lab. A teacher's Share - Host Mesh. BYOB will report deadline for that others have developed more powerful role is thus that of a guide and a facilitator, rather than an instructor. the IP address of that machine. From The ball resets the game (scores, po- entries is 1 extensions that allow the development of Constructionist learning involves students drawing their own conclusions the Share menu on the other machine sitions etc) when the green flag is April 2011. programs involving more complex data through creative experimentation and the making of social objects. (this will be the client) click Join Mesh clicked, then starts a game by broad- Entrants structures and the ability to develop proce- Teaching "at" students is replaced by assisting them to understand, and and enter the other machine‘s IP ad- casting the PlayGame message so can create dures and pass parameters (which them- help each other to understand by active exploration of a problem space. dress. The two machines are now the ball moves regularly, bouncing off their anima- selves can be structures). Best known is ”meshed‘ - broadcast messages are bats, top and bottom walls. Scores are tions (max Build Your Own Blocks (BYOB) from It is the notion of active learning: kids learn best by experience - learning received across the mesh, and global updated and the game restarted when duration: 1 Berkeley University which can be used to by doing, by exploring the world. Logo was intended to help teach variables are shared but read through bouncing off a left/right wall. minute) teach concepts up to and beyond A level. maths, geometry and logic by creating a "mathland" that could be ex- the use of sensor value blocks (from using any of the following pro- plored. Turtles came later, and it became obvious that they were a pow- the sensing palette). On the server the LeftBat has two grams: Alice, Scratch, Flash, or erful tool to teach programming, and new ways of thinking. Controlling a scripts responding to up/down key Serif DrawPlus. turtle drawing a line was a simple and easily understood analogy for se- presses by moving and broadcasting quential programming. Robotics, extending from controlling turtles, is a a LeftUp/LeftDown message across There are great prizes. W inners good way to teach computer science including real-time interactions, the mesh. The RightBat responds to will receive their prizes at the Ani- control theory, co-operating processes and modelling. RightUp/RightDown messages by mation Festival, part of an Inspira- moving up/down. On the client the tional Computer Science Day, to Logo, although easy to use, is a complete programming language. It was roles are reversed in that the LeftBat be held in Manchester in July derived from LISP, the main language used for AI programming at the will respond to broadcast messages 2011. Any school may attend, free MIT also developed StarLogo, designed to time, and that in turn was derived from lambda calculus. Logo has been and the RightBat to key presses. of charge, subject to capacity. program multiple agents simultaneously described as "Lisp without brackets". It is mostly text based, since dis- Last year, over 400 pupils at- and develop computer models to simulate plays then were uncommon and limited in function. In its turn Logo, and This is a very useful game to intro- tended the Festival held at The and explore emergent patterns of mass Papert's work have been influential both in teaching and in computer duce team programming. One student Lowry, Salford Quays which com- The servers LeftBat and RightBat scripts behaviour. Recently it has been given a science. The group became part of the MIT Media Lab, who later devel- See web supplem ent for all scripts needed does the server, the other the client bined the Awards Ceremony with Scratch like makeover, StarLogoTNG, us- oped Scratch. Papert's ideas were expanded in his book "Mindstorms: and they get the game working. Then a packed agenda of activities and ing a similar block structure. It supports the Children, Computers, and Powerful Ideas" first published in 1980. they swap roles. As an extension you talks. See the supplement for links development of procedures and provides can add a TopBat and BottomBat, so to the Animation11 website, a film an excellent environment to develop quite Those were days, as is sadly becoming now, when people thought of that the mesh has four machines and of last years festival and the prize complex models. If you are familiar with programming as highly skilled, available only to specialists. Yet Papert four players. This raises interesting winning entries. Last year saw Scratch, why not explore StarLogoTNG as knew kids could program, as the children of faculty members and pupils discussions on what a win does to the over 1,300 entries from around a way to introduce modelling into your cur- from local schools, some as young as 9 or 10, found their way to the lab, scores, and can lead to heated dis- 200 schools - a measure of how riculum? Look out for a full review in the and were indeed writing code. W hat Papert showed was that given the cussions about the best way to pro- established the competition has next issue. Roger Davies right environment almost anyone can program, and in doing so use it as ceed. Extensions are left to the inge- already become. Toby Howard a tool to explore new ideas and create new things. Jack Lang nuity of your pupils. John Stout

SWITCHEDON web supplement: www.computingatschool.org.uk SWITCHEDON web supplement: www.computingatschool.org.uk NEW SCENARIOS INCLUDED ENGAGE YOUNG PUPILS SUPPORTING KS2/3 TRANSITION SSAT / CAS SCHEME IN GREENFOOT 2.0 RELEASE OF W ORK TAKES SHAPE Recently, a new version of Greenfoot W ITH ROBOMIND WITH THE DIGITAL SCHOOLHOUSE The Head Teacher steering group brought new tools to the teaching of pro- of the Mathematics and Comput- gramming with Java, while three new ROBO is a simple educational programming Langley Grammar School (Berkshire) is a specialist Maths and ing specialist schools meets Greenfoot scenarios demonstrate how to language to familiarize children with the basics Computing school. As part of their specialism they launched a termly. Last March, Simon Peyton use Greenfoot to meet the demands of the of controlling their own virtual robot. Peter transition project, led by Mark Dorling, aimed at Year 6 pupils Jones attended, describing the new GCSE Computing curriculum. Marshman, an AST in W est Berkshire explains. called The Digital Schoolhouse (DSH). ambitions of CAS. A group has since been convened to write a RoboMind is a free, text-based, programming environment developed at The DSH offers local primary schools tween ICT and computing. Pupils Greenfoot 2.0, released in October, adds a short scheme of work, accessible the University of Amsterdam. It allows students to program a sequence the opportunity to study in a dedicated download and install the software. variety of new tools œ some to increase to all ICT teachers, to introduce of instructions for a robot to traverse a map or maze whilst, along the ICT environment. There is no cost for W hilst the installation completes they motivation of students, others explicitly to computing at KS3. On the 2nd way, painting, moving obstacles and much more. Students can load a the teaching. Many local primary study example games, identifying help in teaching important concepts of pro- November, 14 representatives series of predefined mazes and use sequencing techniques to get the schools are unable to justify buying good features. Pupils use these to gramming. Built-in sound recording and from specialist schools, SSAT and robot to relocate to the end position. The syntax used to do this is largely control equipment. The DSH offers produce objectives. Teacher-led mod- integrated image editing make the use of CAS began creating a sequence based on Java and introduces core concepts, debugging and dealing them two control projects using elling and independent learning vid- media in student projects much easier, of lessons. A busy morning was with annoying syntax errors, allowing them to become precise program- Scratch or Probots. At the start pupils eos support them. Pupils uninstall enabling students to create games and spent mapping out ideas and a mers. Basic sequencing problems can then be made more efficient and are given a brief and work to complete Scratch before returning home. simulations with custom made sound ef- structure of 3 pairs of lessons with complicated by adding selection, repetition and procedures (which can it through a series of tasks and re- fects and graphics easily. ample possibility to extend was even be called recursively). Although these may sound complex steps wards, made up of learning objectives The second project uses Probots. agreed. Three groups are now for young students to take, the beauty of RoboMind is the compactness from the QCA KS2 or 3 frameworks. Developed with the MFL department A new feature especially interesting for drafting sample lesson plans and of the application where boundaries are tightened so that students can it integrates control with language teachers is the new "scope colouring" in aim to trial them during the com- apply their algorithmic thinking to problem solving without using large To ensure a solid foundation, lessons learning. Pupils navigate their Probots the editor, a tool that makes understanding ing term. The 3 themes currently amounts of time considering aesthetic design. revisit previous learning, employing a around a town using new vocabulary, the concept of nested scopes (and detec- being developed are: range of kinaesthetic activities. For in any of four European languages. tion of related errors) much easier than W hat is a computer anyway? example, pupils develop instructions The new vocabulary focuses on direc- ever before. The new Greenfoot version looks at the variety of applications using a flow diagram creating a proce- tions and shops found in the map. can be downloaded free from the Green- and the logical manner in which dure to complete the Michael Jackson Schools can use a predesigned town foot website. they obey instructions. Moon W alk. Children act as human or have pupils design their layouts Computing puzzles looks at ci- robots being reminded of the Repeat prior to their visit. Further worksheets At the same time, three new sample pro- phers, codes, encryption. command. Learning then focuses on integrate with the Passport to the jects have been posted in the ”Greenroom‘, Efficient information transfer ex- expected outcomes from Year 6 e.g. W orld geography topic. a place for teachers to exchange material. plores compression, error check- If, Then and Else. W here applicable, These examples demonstrate how to use ing, video, sound and data. the teacher introduces KS3 concepts. These ideas are only two suggestions Greenfoot to build GUI-oriented applica- from a vast range now available to tions matching the requirements in the new Publication of the scheme on the The Scratch brief develops a Pacman schools, often for free. As computing GCSE Computing curriculum. To access CAS and SSAT sites is due after game. Programming is introduced by becomes reintegrated into the curricu- these examples, simply get a free Green- Easter 2011 to allow teachers to asking two questions; How many par- lum, staff in both primary and secon- room account. See the web supplement for plan to introduce computing in the ents drive cars? and How many de- dary education need to become more links to both the Greenroom and the new 2011/12 academic year. sign cars?, relating the difference be- familiar with them. Mark Dorling version. Michael Kolling Alec Titterton

GCSE COMPUTING TAKES OFF I have been able to engage students further by incorporating group SSAT LEAD PRACTITIONERS OCR have met their initial target of 100 work. For example, students can create procedures to draw letters using Two Maths and Computing SSAT centres offering the new GCSE Computing the paint tool, upload their solutions to a wiki and then identify the impor- Lead Practitioners have organised Pilot. Feedback from schools embarking tance of code re-use. RoboMind also offers a simplistic map creation sessions for teachers developing on the course has been very positive and option using a text file. Students can develop a map and associated rou- computing themes. Scott Tooley new guidance has been added to the ma- tines for the robot to traverse it. These can be shared, with peers further organised a day entitled —If you terials on the website. New centres who refining each others' procedures to develop efficient robots. have an itch, Scratch IT! Using wish to offer the course as an option for programming to develop mathe- next year can still register their interest. W hy not get your class to work as a team and create a robot that will be matical qualities“ in Sawtry, Hun- Contact Karen Reid at OCR in the first in- able to traverse any default or user defined mazes? Robomind enables tingdon whilst Nicki Maddams, co- stance and each application will be judged students to start with basic sequences but progress quickly to develop ordinator of the practitioners has individually. The qualification has been intelligent solutions using procedural programming techniques. Ideal for a session planned in Kent to en- accredited until 2015, so it is very likely Year 7 and a must for anyone who wishes to introduce the disciplines of courage teachers to start using that the pilot will become live in 2012. computational thinking at an early stage. Peter Marshman —Kodu In The Klassroom“.

SWITCHEDON web supplement: www.computingatschool.org.uk SWITCHEDON web supplement: www.computingatschool.org.uk PUPILS TO ACT AS JUDGES SIMPLE PROJECTS TO TEACH IN JUNIOR TURING TEST COMPUTING: THE SCIENCE OF NEARLY EVERYTHING ABOUT THINKING MACHINES There are now powerful educational tools that enable learners to program multiple agents moving around in a simulated world It‘s a proposition straight from the realms where they sense other things and react accordingly. A different sort of task is to develop simulated agents that can acquire It‘s a common notion that soon computers of sci-fi œ can we create machines that store, use, share, and later modify information obtained from the environment. Exploring concepts in school to do with Artificial will be able to do everything. But will they? imitate humans so well we can no longer Intelligence (AI) can inspire pupils to explore ”thinky‘ as opposed to ”bumpy‘ behaviour argues Aaron Sloman. It‘s worth challenging your pupils to think tell the difference? about things computers can‘t do well. Can Everyone knows that developments in hardware and software technology illuminate other disciplines including modelling natural phenomena. For exam- they see, for example. Simple questions have had and will have tremendous impacts on all our lives, in many different ple, many learners like creating programs that manipulate fragments of natu- Far from being a concern for the far-off can spark children‘s curiosity. W e often ways, in industrial, medical, social, educational, financial, and other applica- ral language, initially in textual form and simple ways (as in chatbots or poem future, however, this question is already hear people say computers are very tions; and that computing products include not only practical applications but generators), then gradually adding deeper models of uses of language to talk being put to the test in an international clever, but what does that mean? Are com- also games, toys, new opportunities for artistic activities, and many kinds of about something. The enjoyment and learning that comes from getting a ma- competition which is set to come to the puters intelligent? Can they think and can collaboration. A growing number also know that developing programming lan- chine to manipulate language doesn‘t depend on producing a perfect conver- South W est for the first time in its history. they be taught to learn? guages, algorithms, and software applications can be enormous fun, and in- sationalist or poet. Analysing and reducing the imperfections of a flawed pro-

tellectually challenging. Those are all good reasons for expanding teaching of gram can provide deeper learning than simply producing a bug-free program. In 2011 the Loebner Prize, named after its Our friends at cs4fn (see back page) have programming at all educational levels. However, not everyone knows there is founder, Hugh Loebner, will be held at the produced some wonderful resources to another profoundly important aspect of computing that is not well understood: University of Exeter. The event offers thou- help fire young minds. If you‘ve never vis- in addition to matter and energy, the universe includes information. Not all sands of pounds worth of cash prizes and ited their website before, you‘re in for a information processing systems use bit patterns implemented in transistors. challenges computer programmers to cre- treat. First up, use the links to browse by Long before humans developed information-processing machines, biological ate software which can provide human-like subject. A search for Artificial Intelligence evolution was developing natural information processing systems, in enor- responses to questions œ essentially hold- will reveal over a dozen short articles, writ- mously varied, powerful ways, most of which we do not yet fully understand. ing a conversation. ten in child friendly language, looking at

fascinating aspects of AI. Micro-organisms process immediately available information in controlling their This year, the event at Exeter will include behaviour. More complex animals (and plants) have more varied ways of ac- an additional competition where four sec- There are also online applets to allow chil- quiring and using information to select options e.g. about which way to move, ondary school students will act as judges dren to try to beat the computer at Nim, an what to eat, how to avoid being eaten etc. Some use information collected in what will be known as the Junior Loeb- ancient numbers game. There‘s links to a and transformed over a period of time and stored for future use, e.g. where ner Prize (JLP). The students will select project called QGames that uses AI to de- things are, which actions have which consequences, what things are unpleas- the program they think is the most human- liver computer games to your mobile ant to eat, and how other animals behave. Some even use information about like in its responses. based on your skill level and SodaRace their own information processing and help their offspring to do the same. (see box below left). Most important, the

To find the four student judges, a competi- cs4fn website provides ideas and re- Understanding such things is of great importance in philosophy, psychology, tion will take place at the 2nd Computing sources for teachers to use in the class- neuroscience, education, social science, linguistics, biology and many other Conference for Schools (CCfS 2011). Tro- Above: how a m achine understands a com m and room. Several of their classroom activities fields. W e still have much to learn about how the competences work, how phies will be awarded to teams placed in —put the big green block on the little red one“ are ideal introductions to discussions of AI. they develop in individuals, how they evolved, and which species have which the top three for the competition. The showing the structure of the sentence diagram - competences. W e need to educate far more people so that they can think m atically. Having understood, it m akes a plan to school with the winning team will also be The Intelligent Piece Of Paper has never about the workings of information-processing systems, on the basis of first- achieve the goal. The /-\ represents a hand! awarded a prize for use in their school. lost a game of noughts and crosses, and hand practical experience of designing, building, testing, debugging and ex- Left: The scene after executing the plan. the website‘s supporting app allows stu- plaining (initially simple) examples. Our understanding is enriched by trying to Based on W inograd‘s SHRDLU , im plem ented in Building on last year‘s successful confer- the AI developm ent environm ent, Poplog. dents to understand the rules a computer model processes, often best done with programming languages and tools ence, CCfS 2011, hosted by the College of uses to play the game. A natural progres- specially developed for the purpose. AI languages, (such as Prolog) help us There are now powerful tools enabling learners to program agents moving Engineering, Mathematics and Physical sion is The Sweet Learning Computer, produce systems that, in addition to their visible behaviours also have 'thinky' around in a simulated world where they sense things and react accordingly. A Sciences, aims to highlight some of the where a class can challenge a computer abilities: they can perceive, learn, reason, formulate questions, generate de- quite different sort of task is to develop simulated agents that acquire, store, other possible uses for machines within made of sweets to a game of hexapawn. sires & feelings, make plans, build theories, and communicate. use, share, and later modify information obtained from the environment. See Artificial Intelligence (AI). Students will be The computer only knows 3 moves, but the supplement for links to several examples, of varying sophistication. The introduced to some of the problems that AI soon begins to learn from its experience Instead of teaching programming for its practical applications, we can also opportunities for creative teachers are vast œ if they have powerful tools and researchers face and how they may be when it starts losing sweets! teach some learners to use computing ideas and programming experiments to exemplars to start with. Aaron Sloman addressed. They will also be taught some basic programming concepts to perform a Finally, The Brain In A Bag introduces a simple AI task. PITTING MANY HUMANS AGAINST THE INTELLIGENCE OF MACHINES: SODARACE group activity to simulate a small neural

W ill you be able to create a crea- Department of Computer Science free Sodaplay constructor kit to network that can play snap. Again, the See the supplement for links to more infor- ture that out runs those designed and London based digital arts create lifelike virtual racers to classroom activity is supported by an mation on the JLP, CCfS 2011 and the by others on the net ... and if you company Soda Creative Ltd. It race over various terrain. Join online simulation to help reinforce the con- other outreach activities that are offered by can how about beating those cre- allows humans worldwide to pit the Sodarace community and cepts encountered. All resources are free the University of Exeter. These include ated by machines using Artificial their wits against machine intelli- learn how to build racers, or try to download and provide stimulating ways visiting workshops and lectures to students Intelligence. Sodarace is a joint gence in an online Olympics. Hu- writing artificial intelligence pro- to introduce computing concepts without in local secondary schools. Zena W ood effort between the Queen Mary mans, and AI programs, use the grams to beat your friends. needing a computer.

SWITCHEDON web supplement: www.computingatschool.org.uk SWITCHEDON web supplement: www.computingatschool.org.uk COMPUTING AT SCHOOL: HUBS PROVIDE A CHANCE VITAL ANNOUNCE EXCITING PLANS FOR MORE CAS LAYING FIRM FOUNDATIONS 6TH FORM CONFERENCES Many of you will know that, following a TO MEET AND SWAP IDEAS NEW CPD OPPORTUNITIES Following the success of last consultation with our members, CAS has year‘s Sixth Form Student Confer- formed a strategic partnership with the Local hubs of CAS supporters are taking off around the Vital has worked with CAS to create a range of support materi- ences plans are being finalised for BCS, The Chartered Institute for IT. The country. Such groups provide an excellent opportunity als for computing teachers, designed to encourage staff to in- a second series this term. They institute is the professional society for our for teachers to meet with other computing enthusiasts. troduce and develop programming activities for their students. are a great way for schools to par- discipline, and recent launched the BCS ticipate in a variety of workshops Academy of Computing, so it is the natural The second half of the Autumn term was a particularly busy time with Because teachers sometimes lack the the programming elements of the and presentations. The subjects home for CAS. Better still, the BCS Acad- new groups launched in South W ales, Teesside and Surrey and several confidence to use programming lan- OCR Computing (J275) course tasks. can range from topics currently emy is very, very supportive of CAS and its established hubs meeting . The following snippets give a flavour of the guages in lessons, students don‘t al- The first covers control statements being studied, to wider insights into crusade to improve the teaching of Com- vibrant atmosphere they generate. The second meeting of the North ways get the chance to explore the and arrays, the other three look at emerging trends within the field puting in our schools. W est hub included a presentation and discussion lead by Dr David Ry- opportunities they offer. To support simple collision detection and shape and the opportunities higher edu- deheard on algorithmic complexity, problem solving and big O notation; the early introduction of programming transformation as ways to support the cation can offer for those wishing Partnering with a major professional body an area many teachers reported their students struggled with. The ses- in schools, Vital sponsored three CAS course set tasks. to study the discipline at a higher is immensely helpful in lots of ways. sion was very well received, with teachers looking forward to trying some members œ Amada W ilson, Zoe Ross level. R It gives us a base for making our case at of David's techniques with their students. Bohdan Serednycky also pre- and Mark Clarkson œ to develop initial Log onto the Vital website to access government level. For example, our recent sented his experiences using 80‘s games with A-Level students, as a support materials for the programming all these programming materials. You Dates already confirmed are: article in the Science in Parliament Journal good way to get students involved with programming. languages Scratch and Alice. The can also go directly to the CAS teach- 8 March: King Edward VI Camp was written by Bill Mitchell at BCS. materials are free to download and ers‘ space to find case studies, tech- Hill School for Girls, Birmingham R BCS is already contributing significant The meeting in W est Berks generated plenty of discussion around the provide simple interfaces which let nology guides, resources and access 11 March: City of London University resources in terms of time and money. themes of using Google's Android App Developer in the classroom ( in- users easily build programming se- online events and discussion forums. 16 March: Glyndwr University, R As CAS grows, our informal mechanisms cluding a demonstration downloaded onto a phone). Vital presented their quences. There are eleven short vid- W rexham and W arwick University for managing membership (ie Simon PJ + CPD offerings, different KS4 and 5 courses were debated as was the eos about Scratch, each introducing a Vital are also pleased to be hosting a 18 March: Northumbria University a spreadsheet) have been creaking. As a problem of teachers being overwhelmed with potential resources. few key skills. These resources offer a series of one-day CPD courses for A 22 March: Oxford University membership organisation, BCS can handle steady, linear progression through Level computing teachers. Designed 23 March: John Moore University, this load. Andrew Tringham and Shahneila Saeed led valuable discussions on programming commands. Alice is by CAS, these sessions are taking Liverpool R BCS gives us communication channels GCSE Computing at the East and South London hubs respectively. At supported by seven videos which to- place at Vital‘s offices in Manchester, 24 March: Cockermouth School, to thousands of computing professionals. both venues Michael Kölling delivered a highly successful workshop on gether help teachers build an interac- Birmingham, London, Gateshead and Cumbria R In time, BCS would offer a natural route Greenfoot. Many attendees asked, via the feedback, for 'more time' and tive car racing world. The videos can Bristol throughout February 2011. The 25 March: John Leggott College, for professional accreditation for Comput- 'longer sessions' with many staying long after the sessions had ended be easily replayed, so teachers can courses (see right) are designed to Scunthorpe ing teachers, should you want that. work through them at their own pace. help A Level computing teachers mas- The launch of the Surrey hub was opened by Tony Ho, the new Head of ter some of the more complex topics CAN YOU HELP? CAS is, and remains, a grass-roots organi- the Computing Department at Surrey University. Attendees also heard Vital has also developed four videos on the AQA A2 computing course. sation, whose energy, creativity, and drive from Bill Mitchell, who explained the role of the BCS Academy and the for Microsoft Small Basic to support Emma Blackburn If you are a CAS supporter in in- comes from its members. Our partnership importance of the Royal Society's study of Computing in Schools. The dustry or higher education, would with BCS gives us a tremendously helpful need to engage with industry was the overarching theme of the subse- you be able to spare some time to umbrella, but it absolutely does not pres- quent talk by Roger Peel, Senior Tutor for Professional Training at Sur- THE KEYBOARD IS MIGHTIER participate in these or further con- age a shift to a bureaucratic, top-down rey, and BCS Guildford Branch Chair. There followed a double act by ferences? If so, we would love to management style. CAS will change the Emma Mulqueeny and Isabell Long. Emma has been running ”Young hear from you. Please inform world only if W E roll up our sleeves. As I Rewired State‘, inspiring students to use computers to delve into open THAN THE MOUSE! Claire Davenport, who is co- keep saying: there is no "them"; there is Government data during so-called hackdays. Isabell was a hackday par- ordinating the events, on only us. Simon Peyton Jones ticipant who created GovSpark, a website that ranks Government de- The School of Computer Science at This is the second year claire.davenport @ hq.bcs.org.uk partments by their increase or decrease in energy use. A short input, The University of Manchester is cur- the workshops have from Fiona Henry, discussed the resources that Vital are able to make rently running a programme of hands- been running, and to ORGANISING A LOCAL CAS HUB available, followed by a short workshop resulting in a set of actions and on Linux command line taster work- date over 270 VITAL CPD FOR A LEVEL If there isn‘t a CAS hub yet in your area, agenda for subsequent hub meetings. Throughout there was a vibrant shops for sixth-formers, generously sixth formers There are still a few places left on why not set one up? Often it just and interactive atmosphere, which was in part responsible for the 2 hour funded by CAS/BCS. from over 20 the following full day sessions: needs an individ- session finally finishing after 4 hours. Many took the opportunity to form schools have taken part. Feedback 2nd Feb 2011 Manchester ual to get the new contacts with other teachers and those offering curriculum support. The workshop focuses on the power has been very positive from teachers 3rd Feb 2011 Birmingham ball rolling. To Though likely tired after such an intensive session, participants left look- of the command line, and takes stu- and students alike, and we shall be 4th Feb 2011 London help you CAS ing forward to follow-up activities. dents through the fundamentals of making the workshop materials freely 8th Feb 2011 Gateshead have produced shell commands and programming, available to CAS colleagues. Five 9th Feb 2011 Bristol Many thanks to Claire Davenport, Ona Sumner, Thomas Ng, Shahneila demonstrating that thoughtful use of more workshops will be announced in a helpful guide At under £60 per head they offer Saaed and Lee Gillam for hub reports. Contact details for all hubs are in the command line can often far ex- early 2011. Check the links in the web to get you up and excellent value. See the supple- the web supplement, but if there isn‘t one near you, why not consider ceed the usefulness of graphical user supplement for dates, further details running quickly. ment for details of how to book. setting one up - see the box left for more details. interfaces. and how to book. Toby Howard

SWITCHEDON web supplement: www.computingatschool.org.uk A FORCEFUL CASE FOR CHANGE BUILDING THE FUTURE LIES RESEARCHING THE POTENTIAL GIRLS AND GADGETS Science In Parliament is the journal of the HELPS DISPEL MYTHS Parliamentary and Scientific Committee, On 24th November around 110 which is an associate committee to Parlia- IN UNDERSTANDING THE PAST IN TEACHING PROGRAMMING teenage girls participated in the ment. ”The Collapse of Computing Educa- The National Museum of Computing is dedicated to show- Three important research projects are currently being under- Girls and Gadgets Conference tion in Schools‘ by Simon Peyton-Jones ing the development of computing in its broadest sense taken by CAS members; Cynthia Selby (University of Southamp- designed to destroy the myth that and Bill Mitchell appeared in SIP Vol 67, from the pioneering war time efforts that resulted in Co- ton), Claire Johnson (University of East Anglia) and Mara Saeli computers are for boys. The an- No 4, p39, Autumn 2010. lossus, to the products and systems we use today. (Technical University of Eindhoven). nual event was launched in 2008

and allows girls to spend the day Copies of the journal are circulated to MPs HG W ells said that ”Human history in essence is the history of ideas‘; The renewed interest in promoting lem solving skills, decomposition, pa- at Teesside University engaging and members of the House of Lords. It is and as I ponder the technologies of the past in the Museum at Bletchley computing in the school curriculum is rameters and algorithms), Mara‘s re- with all aspects of computer sci- also circulated to other learned bodies Park, I often look beyond the exhibits to the imagination, enterprise and mirrored in formal research at doctor- sults will help identify the PCK of pro- ence. Alongside inspirational such as the Royal Academy of Engineer- ideas of the men and women that conceived, built and operated those ate level taking place in this area. gramming for secondary education. speakers, they took part in a ing. W e wrote the article in an attempt to remarkable machines. Claire and Mara are now analysing These results will then be used to pro- range of activities to help them raise awareness of Parliamentarians to their data whilst Cynthia is just starting duce a handbook for beginning teach- understand the creative and tech- this issue, and we are very grateful to the The intriguing story of modern computing over less than a hundred years her work. ers to accompany them during their nical skills involved in computing. Parliamentary and Scientific Committee for is one of ideas and creativity with world wars, secrecy and the rise of first years of experience. One session called Cover Girl, accepting the article. technological empires thrown in for good measure. The Museum charts Claire‘s thesis explores the potential focused on how magazine images much of this; from computers big enough to stand inside to those that of computer game authoring in the Cynthia asks, what are the character- are ma- The print article is a version of the Royal get personal, fitting snugly into your pocket. Key Stage 3 ICT curriculum and pro- istics of a good first programming lan- nipulated Society item currently on the BCS Acad- poses that computer game authoring guage? Students, teachers, program- by emy website. The article comments, —The It is not easy to stand alongside the ghosts of those that developed can provide a motivating and accessi- mers, computer scientists and aca- smoothing concern is that, in too many cases, chil- those ground-breaking machines and imagine what they were thinking ble introduction to basic computer demics frequently debate this ques- skin tone dren learn only how to use office software as they took each critical step. Dare you imagine a world without com- programming, in the context of the tion. W hat makes this topic so impor- and such as word processors or spreadsheets, puters; the twists and turns of technology, no worldwide communica- ”sequencing instructions‘ substrand of tant is the fundamental impact it can changing and miss out entirely on the excitement of tions through which to shout to others and far more dead ends than we the Secondary Framework for ICT. have on students‘ later development. body learning how computers actually work. An care to remember? Yet there was all to play for, all to invent and de- Authoring computer games, as an W hen giving advice to students want- shape. analogy would be if classes in English con- velop; how exciting that must have been?. introduction to basic computer pro- ing to learn to program, Gupta asserts

sisted only of learning how to spell, but gramming, is an important element in that the choice of initial language will The girls came from schools missed out how to write good prose, how Primarily focused on developments in the UK, the Museum is manned developing young peoples‘ digital liter- affect —… your programming style, across the Tees Valley, Durham to analyse literature and omitted how to by volunteers some of whom work hard to restore exhibits back to acy.. It provides them with an authen- coding technique, and code quality in and Northumberland areas. articulate ideas and arguments concisely, life. Based in the world‘s first purpose built data centre and in Bletchley tic, creative scenario in which to learn many subtle ways“ (2010). This re- Amongst those taking part was elegantly and in a compelling way.“ Park, the Museum is within yards of where Alan Turing worked with about how to sequence instructions to search attempts to address the issue Daniella Richardson, from Oak- ideas that would lead him to the concept of a computer. create an interactive artefact. It en- of teaching programming to students fields School in Middlesbrough. As mentioned in the last issue, The Royal courages purposeful engagement with aged from 16 to 18 years old, specifi- She said: 'It‘s been really interest- Society is leading an 18-month project Checkout the Museum‘s website for more information about visiting basic programming concepts, and cally in terms of programming lan- ing listening to the different talks looking at the way that computing is taught times and visits by school/college groups. W e would welcome visits by provides a means to strengthen this guage choices, the practical issues, and finding out that there are very in schools, with support from 24 organisa- teachers who would like to share their ideas for how we can make the important element of the KS3 curricu- students' and teachers' expectations few women working in IT.' Al- tions from across the computing commu- Museum relevant to young people, inspiring them to follow in the foot- lum, which, according to Ofsted and the learning objectives. It is antici- though girls are now using com- nity including learned societies, profes- steps of those in the past, enthused and driven to write the next chapters (2009), is one of the least well taught pated that a framework can be con- puters at rates similar to their sional bodies, universities, and industry. in the remarkable story of computing. One young visitor listened atten- areas in the subject. structed, not to evaluate the design of male peers, they are still five The call for evidence, the first phase of the tively as part of the story of storage was explained to her. At the end the languages, but to evaluate the times less likely to consider a inquiry has now closed with over 120 re- she turned and asked; —but what comes next?“ —That‘s for you to de- Mara‘s research focuses on the impor- efficacy of using particular languages technology related career. There sponses received. cide“, our volunteer said, —now it‘s your turn to make history“. tant area of the Pedagogical Content in courses that involve introductory has been a drop in the number of Chris Monk Knowledge (PCK) of programming, programming. students taking computing- based The full BCS and CAS response to the call that is, not simply knowing how to subjects at degree level and his- for evidence is also available for download BCS CELEBRATES FIVE INFORMATION PIONEERS program but knowing how to teach The CAS mail list has proved very torically women have been under on the BCS Academy website. The 24 Information Pioneers was a campaign by BCS, The Chartered In- programming. For example, it investi- useful for raising issues and gaining represented in this field. Alison page response addresses all the questions stitute for IT, to show how the contributions of five very different gates the use of metaphors to help comments from a wide range of ex- Brown, Senior Lecturer in Com- posed by The Royal Society and makes a people helped shape the information society of today. As part of students overcome difficulties and perienced and engaged colleagues. If puting at the University, said: ”W e forceful case for curriculum change. If you the project, five short films, created by an award-winning produc- misconceptions. PCK is the knowl- you are requested to complete ques- hope to change this trend and to are new to the ideas put forward by CAS it tion team, provide snapshots of the work of Alan Turing, Ada edge that experienced teachers use to tionnaires or to be interviewed then I encourage more girls to consider will prove a valuable read. See the web Lovelace, Hedy Lamarr, Clive Sinclair and Tim Berners-Lee. BCS transform their understanding of the strongly recommend that you respond a computer based career, whether supplement for links to these and several members helped choose who to profile and a month long vote topics into forms of representation fulsomely. It is these guys that will be in networks, animation, web de- other key documents that outline where we drew nearly 10,000 responses. You can find out who won, and accessible by students. W ith a total of providing the rigorous evidence for the velopment, mobile phone software stand. Bill Mitchell watch the videos (which provide excellent material for lessons) on 31 participants and 7 topics explored gut feelings many of us possess. or games development.' the Information Pioneers website. Links in the web supplement. (loops, data structures, arrays, prob- John W oollard

SWITCHEDON web supplement: www.computingatschool.org.uk SWITCHEDON web supplement: www.computingatschool.org.uk A PAUSE FOR THOUGHT COMPUTING ON THE The Four Colour Theorem marked the first major use of computers in mathematical proof. In 1852 Fran- CATWALK OUT NOW ! cis Guthrie was colouring a map The latest issue of cs4fn‘s free maga- Last autumn of British counties and noted he zine is published in January. In this they spoke needed at least four colours to issue you‘ll find all sorts of ways that to more avoid duplicate colours on adja- computer science can improve your than 2000 cent counties. Guthrie asked if it style. You‘ll read about t-shirt designs students in was possible to draw a map re- made with the help of evolution, a class sizes quiring more colours to avoid mirror that helps you choose what to ranging from 30 to over 200. They identically coloured neighbours. In wear, and the technology behind Tony give most of their talks to schools in 1879 Alfred Kempe published a Stark‘s Iron Man suit. Plus they get to London and the Home Counties, but proof, but this was disproved in the bottom (so to speak) of why robots they can travel further afield for larger 1890. Percy Heawood demon- always insist on going naked. audiences. See the web supplement if strated no more than five colours you'd like to learn more about all cs4fn were needed, but the original Did you know that the team behind activities, website, magazine and top- Theorem remained unproven. cs4fn do talks for schools as well? ics covered in their talks.

In 1976 Kenneth Appel and W olf- gang Haken proved any map BCS ACADEMY HOST COMPUTER SCIENCE MAGIC SHOW could be reduced to one of 1,482 W itness an amazing magic show and sneak behind the scenes to explore types so, if all types only needed the maths and computing powering the tricks. This free public lecture four colours, so did every map. takes place on Tuesday 25 January 2011 from 5pm at the Manchester Mu- Checking all 1,482 maps would be seum, University of Manchester. Following a welcome by the hosts, The unfeasible so Appel and Haken BCS Academy of Computing, guest speaker, Peter McOwan, will treat you programmed a computer to do the to an educational talk that reveals the fun side of computer science. Pe- colouring. The analysis took 1,200 ter's research interests are in visual perception, mathematical models for hours of computer time and dis- visual processing, in particular motion, cognitive science and covered all 1,482 maps required biologically inspired hardware and software. He is also one four colours. This helped define of the driving forces behind cs4fn, co-authoring their two ”topology‘ which studies diverse volume Magic Of Computer Science books, available from fields like robots‘ movement and the cs4fn website. Peter was awarded a National Teaching the shape of the universe. Fellow in 2008 by the Higher Education Academy.

CAS...JOIN CAS...JOIN CAS...JOIN C Computing at School was born out of our excitement with the discipline, combined with a serious concern that students are being turned off computing by a combina- tion of factors. Our goal is to put the fun back into computing at school. W ill you help us? Simply mail:

membership @ computingatschool.org.uk It was later claimed this map of Many thanks to the following for help with this issue of SWITCHEDON : Jonathan Black, 110 regions requires five colours Emma Blackburn, Alison Brown, Tom Crick, Claire Davenport, Roger Davies, Mark Dorling, Lee Gillam, Lyndsay Hope, Toby Howard, Simon Humphreys, Michael Kolling, Jack Lang, and constitutes a counter to the Nicki Maddams, Peter Marshman, Bill Mitchell, Chris Monk, Thomas Ng, Simon Peyton- four-colour theorem. Have a go Jones, George Rouse, Shahneila Saeed, Aaron Sloman, John Stout, Ona Sumner, Alec Titterton, Zena W ood , John W oollard. yourself. For a full sized copy and further information, see the web SEE THE SWITCHEDON W EB SUPPLEMENT FOR MORE LINKS AND EXTRA INFORMATION supplement. Lyndsay Hope www.computingatschool.org.uk Computing At School are supported and endorsed by: