Stories from the scratch community: connecting with ideas, interests, and people

This special session aims to provoke discussion about new strategies for engaging young people in computer programming, drawing on experiences of educators and young people using the Scratch programming environment and online communities. The session will combine several different formats, including research presentations and analysis by two members of the team that develops and supports Scratch, short presentations and demonstrations by five educators and young people working with Scratch, and discussions among audience participants.National Science Foundation (U.S.) (Grant 1019396)National Science Foundation (U.S.) (Grant 1002713)National Science Foundation (U.S.) (Grant 1027848)John D. and Catherine T. MacArthur FoundationGoogle (Firm

Extending Scratch: New pathways into programming

We present the Scratch extension system, a toolkit that enables anyone to extend the vocabulary of the visual Scratch programming language through custom programming blocks written in JavaScript. The extension system is designed to (i) enable innovating on the Scratch programming language itself, in addition to innovating with it through projects, and (ii) enable the creation of new interest-driven pathways into Scratch programming. In this paper, we describe some of the prior work done in this space, our design and implementation, open questions and challenges, and some preliminary outcomes.National Science Foundation (U.S.) (grant number 1002713)National Science Foundation (U.S.) (grant number 1027848)National Science Foundation (U.S.) (grant number 1417952

Inclusive computing in special needs classrooms: designing for all

With a growing call for an increased emphasis on computing in school curricula, there is a need to make computing accessible to a diversity of learners. One potential approach is to extend the use of physical toolkits, which have been found to encourage collaboration, sustained engagement and effective learning in classrooms in general. However, little is known as to whether and how these benefits can be leveraged in special needs schools, where learners have a spectrum of distinct cognitive and social needs. Here, we investigate how introducing a physical toolkit can support learning about computing concepts for special education needs (SEN) students in their classroom. By tracing how the students’ interactions—both with the physical toolkit and with each other—unfolded over time, we demonstrate how the design of both the form factor and the learning tasks embedded in a physical toolkit contribute to collaboration, comprehension and engagement when learning in mixed SEN classrooms

Coding by Choice: A Transitional Analysis of Social Participation Patterns and Programming Contributions in the Online Scratch Community

While massive online communities have drawn the attention of researchers and educators on their potential to support active collaborative work, knowledge sharing, and user-generated content, few studies examine participation in these communities at scale. The little research that does exist attends almost solely to adults rather than communities to support youths’ learning and identity development. In this chapter, we tackle two challenges related to understanding social practices that support learning in massive social networking forums where users engage in design. We examined a youth programmer community, called Scratch.mit.edu, that garners the voluntary participation of millions of young people worldwide. We report on site-wide distributions and patterns of participation that illuminate the relevance of different online social practices to ongoing involvement in the online community. Drawing on a random sample of more than 5000 active users of Scratch.mit.edu over a 3-month time period in early 2012, we examine log files that captured the frequency of three types of social practices that contribute to enduring participation: DIY participatory activities, socially supportive actions, and socially engaging interactions. Using latent transition analysis, we found (1) distinct patterns of participation (classes) across three time points (e.g., high networkers who are generally active, commenters who focus mainly on social participation, downloaders engaging in DIY participatory activities), (2) unique migration changes in class membership across time, (3) relatively equal gender representation across these classes, and (4) importance of membership length (or age) in terms of class memberships. In the discussion, we review our approach to analysis and outline implications for the design and study of online communities and tools for youth

Machine Learning Education for Artists, Musicians, and Other Creative Practitioners

This article aims to lay a foundation for the research and practice of machine learning education for creative practitioners. It begins by arguing that it is important to teach machine learning to creative practitioners and to conduct research about this teaching, drawing on related work in creative machine learning, creative computing education, and machine learning education. It then draws on research about design processes in engineering and creative practice to motivate a set of learning objectives for students who wish to design new creative artifacts with machine learning. The article then draws on education research and knowledge of creative computing practices to propose a set of teaching strategies that can be used to support creative computing students in achieving these objectives. Explanations of these strategies are accompanied by concrete descriptions of how they have been employed to develop new lectures and activities, and to design new experiential learning and scaffolding technologies, for teaching some of the first courses in the world focused on teaching machine learning to creative practitioners. The article subsequently draws on data collected from these courses—an online course as well as undergraduate and masters-level courses taught at a university—to begin to understand how this curriculum supported student learning, to understand learners’ challenges and mistakes, and to inform future teaching and research

Block-based syntax from context-free grammars

Block-based programming systems employ a jigsaw metaphor to write programs. They are popular in the domain of programming education (e.g., Scratch), but also used as a programming interface for end-users in other disciplines, such as arts, robotics, and configuration management. In particular, block-based environments promise a convenient interface for Domain-Specific Languages (DSLs) for domain experts who might lack a traditional programming education. However, building a block-based environment for a DSL from scratch requires significant effort. This paper presents an approach to engineer block-based language interfaces by reusing existing language artifacts. We present Kogi, a tool for deriving block-based environments from context-free grammars. We identify and define the abstract structure for describing block-based environments. Kogi transforms a context-free grammar into this structure, which then generates a block-based environment based on Google Blockly. The approach is illustrated with four case studies, a DSL for state machines, Sonification Blocks (a DSL for sound synthesis), Pico (a simple programming language), and QL (a DSL for questionnaires). The results show that usable block-based environments can be derived from context-free grammars, and with an order of magnitude reduction in effort

Computer as Paintbrush: Technology, Play, and the Creative Society

To be published in

Beyond the centralized mindset--explorations in massively-parallel microworlds

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1992.Includes bibliographical references (p. 165-170).by Mitchel Resnick.Ph.D