Podcasts about teaching programming

Felienne is the creator of Hedy, an open-source and accessible platform for kids aged ten and above to learn textual programming in multiple languages. The platform has about 500K users a month. It has been translated into 49 languages, including Chinese, Arabic, and Spanish, and has 400+ volunteer programmers, translators, and teachers who continuously improve and maintain it. To teach a child programming, a parent or teacher can use Hedy's built-in lesson plans or customize their kid's learning experience by authoring their lessons and loading these into Hedy's user interface. Felienne holds a Ph.D. in Software Engineering and has been a strong advocate for finding better ways of teaching programming and guiding the young generation into the programming world for more than ten years. She is also a professor of computer science education at the Vrije Universiteit Amsterdam in the Netherlands and a high-school computer science teacher one day a week at Lyceum Kralingen in the Codasium program, which teaches kids to code. On the podcast, Felienne would love to talk about: We must radically transform how we teach kids programming languages to prepare them for the next wave of computing. Breaking Barriers: The role natural languages and culture play in forging the future of programming. Why every parent should encourage their child to learn coding skills, and Felienne's best tips for teaching kids how to code. https://www.felienne.com/ https://hedy.org/ https://www.codasium.nl/ Summary Discussing Programming, Coding, and Hetty Michael and Felienne discussed the importance of learning programming and coding at a young age, especially in an increasingly technology-driven society. They planned to focus their conversation on Hedy, a project Felienne is working on. Michael emphasized the significance of Felienne's work and expressed his interest in understanding more about it. Felienne Hermans' Journey in Teaching Programming to Children Felienne Hermans, a university professor and school teacher specializing in teaching programming to children, discussed her journey into this field. She initially focused on professional programmers but switched to teaching 12-13-year-olds after realizing the potential impact of introducing programming skills to the next generation. Felienne shared her challenges while teaching her students Scratch and Python, including the language barrier and syntax difficulty. She then shared how she created a simplified Python programming language in Dutch, which grew into a globally used open-source project supporting 56 languages. This project also became a significant research area due to its technical and academic challenges. Felienne's Multilingual Programming Tools Initiative Michael appreciates Felienne's initiative to create programming tools in multiple languages, allowing more people worldwide to participate in coding. He shares an anecdote about a student struggling with code, emphasizing the importance of taking breaks to gain a fresh perspective. Felianne agrees, noting that her dual roles as teacher and product developer allow her to identify areas for improvement. She highlights that programming teaches both coding and problem-solving, and resilience. Programming Skills and Student Education felienne and Michael discussed the value of programming and problem-solving skills in students. felienne emphasized the importance of teaching students to analyze and understand code rather than memorize it. Michael concurred, highlighting that these skills help in coding and other areas of life, such as problem-solving and communication. They both agreed that students should understand that technology is human-made and that programming is essential in creating and maintaining it. AI, Coding, and Life Skills felienne and Michael discussed the potential and limitations of artificial intelligence (AI). Michael emphasized that AI will likely create new job opportunities and free up people for other tasks, but it's crucial to understand the coding behind it. He used a coffee machine analogy to explain that while AI can simplify tasks, people should still be able to perform them without it. felienne agreed, highlighting the importance of learning coding as a life skill. They both expressed concern about the current generation's reliance on technology and the need to understand the underlying systems. Balancing Consumption and Creation in Digital Age felienne and Michael discussed the imbalance between consumption and creation in the digital world, with Felienne expressing concern that children are not encouraged to be creators. They both agreed on encouraging and fostering creativity among future generations.

Contents Editorial: Data-First Venture is Coming Essays of the Week The Future of Venture Capital? Insights Into Data-Driven VCs Has persistence persisted in private equity? Evidence from buyout and venture capital funds Why more is less in investing Symposium: The unique uselessness of business advice VCs make mistakes too. And LPs need to be aware of them. How This Ends (Part Three) Video of the Week Producing Charts with AI - Tomasz Tunguz AI of the Week ChatGPT update allows it to remember who you are and what you like Teaching Programming in the Age of ChatGPT The AI craze will implode faster than #Threads (

Contents Editorial: Data-First Venture is Coming Essays of the Week The Future of Venture Capital? Insights Into Data-Driven VCs Has persistence persisted in private equity? Evidence from buyout and venture capital funds Why more is less in investing Symposium: The unique uselessness of business advice VCs make mistakes too. And LPs need to be aware of them. How This Ends (Part Three) Video of the Week Producing Charts with AI - Tomasz Tunguz AI of the Week ChatGPT update allows it to remember who you are and what you like Teaching Programming in the Age of ChatGPT The AI craze will implode faster than #Threads (

Welcome back to the Brighter Thinking Pod! In this episode we dive into teaching programming to primary and secondary learners. We believe that learning to code is an important skill for young people in today's world - not just in itself, but with the '21st century skills' that come with it: computational thinking, critical thinking, creativity and much more. Our host for this episode is Commissioning Editor for computing and ICT resources at the Press, Carys Morley. She is joined by Neil Rickus and Dr Jon 'Chip' Chippindall. Neil is a Senior Lecturer in Computing Education at the University of Hertfordshire. He also lectures at UCL, Brunel and for various School-Centred Initial Teacher Trainings. Chip is a Primary School teacher at a UK primary school where he teaches computing and science. He is the Director of BCS Barefoot programme and Lead Computing PGCE at The University of Manchester.  Show notes Cambridge Primary and Lower Secondary Computing Barefoot Computing Bee-Bots Daisy the Dinosaur app Hour of Code ScratchJr Sphero Neil Rickus Twitter Dr Jon Chippindall (Chip) Twitter Cambridge University Press Twitter Cambridge University Press Instagram

In Episode 102 of the Teaching Python podcast with Kelly and Sean, the topic is learner variability, based on an article by Jessica Jackson of the Digital Promise Project. This episode discusses how to effectively teach programming to a diverse group of learners, and how to adapt to the individual needs and learning styles of each student. One key point discussed in the podcast is that students learn at different times and at different rates, and it is important for teachers to recognize and accommodate this variability. The old theory of learning styles, which suggests that individuals have a preferred style of learning and that teaching should be tailored to these preferences, has been debunked as a myth. Instead, research suggests that the most effective way to teach is to use a variety of methods and approaches, and to allow students to engage with the material in different ways. In addition to incorporating teaching strategies such as scaffolding, differentiation, and formative assessment, it is also important for teachers to consider the various learning factors that may impact their students. This includes designing for students who may be at the margins, such as those who are struggling or those who are advanced. It also involves designing with context in mind, taking into account the unique experiences and background of each student. This can include cultural factors, language barriers, and any prior knowledge or skills that may be relevant to the material being taught. Designing with the whole child in mind involves considering not just the cognitive aspects of learning, but also the social and emotional aspects. This may involve creating a positive and supportive learning environment, and being attuned to the needs and well-being of each student. Finally, designing for powerful experiences involves creating engaging and meaningful learning activities that are likely to have a lasting impact on students. By considering these various learning factors, teachers can create more effective and inclusive learning experiences for their students.

After a last-minute teaching engagement, SippinWitSammie invites one of the schoolteachers, Rayne (Totem Aquila) to sit down and chop it up on Sippinwitsammie, beyond teaching tech, Totem Aquila also is a producer and musical artist bringing a unique sound and perspective to his art. Barstool talk from the biggest sipper in Philly with some of the most innovate people in the world, Sammie is the one to sit and sip wit if you wanna enjoy conversation. 00:00 COUGHING ON YOUR OWN SAGE 07:09 TRAILERS 07:24 INTROS 09:54 SAMMIE THE TEACHER 17:18 TEACHING PROGRAMMING, CODING, & GAME DESIGN 23:40 UNDERSTANDING TECH IS GETTING OVER THE FEAR OF NOT KNOWING 25:39 TOTUM AQUILA MUSIC 32:02 FALLING IN LOVE WITH SCORES 36:30 TO MAKE A MOVEMENT YOU GOT TO MOVE FIRST 42:10 LAUGH AT YOURSELF 45:20 RAYNE'S FAVORITE RAPPERS 49:45 KNOWING YOUR LINEAGE 56:00 THE IMPACT OF BIGGIE 1:02:00 PRODUCING MUSIC 1:09:00 PHILADELPHIA, YOU DON'T KNOW WHAT'S HERE TIL YOU REALLY LOOK 1:18:30 TAKE THE NO AND ASK YOURSELF WHY 1:22:00 SHOUT OUT PHILLY TEACHERS 1:25:00 SYNETHESIA 1:32:15 OUTROS #sippinwitsammie #ifuaintsippinwitsammieyouaintsippin #ifuaintsippin #geturfuckinglifetogether #craftbeerandcognac #victorybeer #glocawearradiostation #promotion #politics2potatochips #exposure #outlet #platform #pullupistrill #letstalkaboutit #iswear #toreup #hennessy #heineken #flytalk #thankgodimfly #backwoods #producer #neosoul #singer #entrepreneur #hiphop #phillyhiphop #phillyentertainment #phillymusic --- Support this podcast: https://anchor.fm/sippinwitsammie/support

Do you remember the One Laptop Per Child program? What went wrong, and what can we learn from the program's failure? What are the potential pitfalls of charismatic technology, and how can we avoid them when introducing students to programming? This week on the show, former guest Al Sweigart and author Morgan Ames are here to talk about her book "The Charisma Machine - The Life, Death, and Legacy of One Laptop per Child."

In this week's episode of Pitch Your PhD.. Dr Catherine Ball with Dr Linda McIver on her journey in finding ways to engage in teaching programming and STEM through her PhD journey and teaching career. Pitch Your PhD speaks to PhD students, past and present, to inspire the future. Your host is Dr Catherine Ball. This is a Ramaley Media productionSupport the network... Support STEM stories: https://checkout.square.site/merchant/ML7V69RA941QT/checkout/YKQGOAQGDMBGO3BEJPYHH3GCSee omnystudio.com/listener for privacy information.

To kick off our first ever Hello World podcast episode, we thought we would explore what excites us and frustrates us about programming. Learning to code can be a creative, imaginative, immersive and rewarding experience. We discuss the role that programming has as a practical application of computer science concepts, as well as how it brings the subject to life and enables learners to solve meaningful problems that are important to them.Show notes GeneralSubscribe to Hello World MagazineFind out more about the charitable mission of the Raspberry Pi FoundationTeaching code:Take an online training course from the Raspberry Pi Foundation - like ‘Teaching Programming to 5 - 11 year olds'Start a Code Club in your schoolRead more about Amanda's experiencesCheck out the ScratchMaths projectCreative coding projects:Explore our creative computing projectsThermal camera project inspirationBuild Android apps with MIT app inventorExplore app development with App LabRowan's Challenges & Inspiration:Find out more about the Cyber Security ChallengeEnrol in Harvard's CS50x programmeWatch Crash Course computer scienceWatch computing videos from Computerphile

Parent Driven Development Episode 065: Teaching Programming to Kids with Felienne Welcome, Felienne! Felienne (https://twitter.com/Felienne) is the creator of the Hedy programming language, and was one of the founders of the Joy of Coding conference. Since 2016, she has been a host at SE radio, one of the most popular software engineering podcasts on the web. Felienne is the author of “The Programmer’s Brain (https://www.felienne.com/book)” a book that helps programmers understand how their brains work and how to use it more effectively. In 2021, Felienne was awarded the Dutch Prize for ICT research. 0:50 How does Felienne become interested in programming education? Research field towards programming education Love of kids 3:33 Methods and strategies to help kids understand Relevant for professionals Full concentration disables full memory, so she lowers the cognitive load After time, memory starts to build and functioning increases 6:02 Maximizing different learning styles in kids Learn their preferences Challenges their default learning style 9:57 Felienne’s new book How people learn programming The more information you know about your brain can help you understand how you learn 11:40 Interesting findings Cognitive load 14:00 Top tips related to programming Refactoring for personal comprehension Let go of one golden standard that code is suppose to look like 17:29 Specific differences between professionals and kids Motivation Concrete vs open ended expression 20:50 - 1 take away Take the kids hands, and guide them 22:20 Allison and her husband score a few days each solo as they transition back into their home #genius Felienne’s students fuss over the different symbols of division in coding #fail How can I support the podcast? Please follow us @parentdrivendev (https://twitter.com/parentdrivendev) on Twitter or email us at panel@parentdrivendevelopment.com (mailto:panel@parentdrivendevelopment.com). Our website is at ParentDrivenDevelopment.com (https://parentdrivendevelopment.com). Allison (https://twitter.com/allie_p)

So it was time again to add a little Diesel Exhaust Fluid, also known as AdBlue, to the gas tank of my car. So I stood there in the cold winter temperatures, freezing my, you name it off, and just wished that it would add quicker! Inevitably, one thought popped into my headed: “Why, oh why on earth am I doing this anyways?!” This episode is the final product of my investigations… If you would like to share feedback or have a suggestion for a topic, I can now be reached on twitter under @ChemistryinEve1. Alternatively, you can send an email to chem.podcast@gmail.com. Sources Wikipedia entries on Diesel and Diesel engines https://en.wikipedia.org/wiki/Diesel_fuel https://en.wikipedia.org/wiki/Diesel_engine https://en.wikipedia.org/wiki/Diesel_exhaust https://en.wikipedia.org/wiki/Combustion https://en.wikipedia.org/wiki/Adiabatic_process Wikipedia entry about Autoignition and the Adiabatic process https://en.wikipedia.org/wiki/Autoignition_temperature https://en.wikipedia.org/wiki/Adiabatic_process https://www.quora.com/What-is-the-compression-temperature-of-Diesel-engine Wikipedia entries on AdBlue https://de.wikipedia.org/wiki/AUS_32 https://en.wikipedia.org/wiki/Diesel_exhaust_fluid About Urea https://en.wikipedia.org/wiki/Urea About ammonia https://en.wikipedia.org/wiki/Ammonia About Eutectic System https://en.wikipedia.org/wiki/Eutectic_system About Selective catalytic (SCR) and non-catalytic reduction (SNCR) https://en.wikipedia.org/wiki/Selective_catalytic_reduction https://en.wikipedia.org/wiki/Selective_non-catalytic_reduction https://en.wikipedia.org/wiki/BlueTec About Nitrous Oxides https://en.wikipedia.org/wiki/NOx https://en.wikipedia.org/wiki/Nitrogen_oxide https://clean-carbonenergy.com/nox-emissions.html Our atmosphere https://en.wikipedia.org/wiki/Atmosphere_of_Earth “Last Lecture” by Randy Pausch on Teaching Programming to young children https://www.youtube.com/watch?v=j7zzQpvoYcQ A Celsius to Fahrenheit Conversion Calculator https://www.metric-conversions.org/temperature/celsius-to-fahrenheit.htm

Video content can be found here: https://www.youtube.com/channel/UC0BAd8tPlDqFvDYBemHcQPQ/

In this interview with Shuchi Grover, we discuss the importance of having a variety of assessments in a CS class, why we need more research on computational thinking, why educators and scholars should read literature outside of the field, Shuchi’s new book titled “Computer Science in K-12: An A-To-Z Handbook on Teaching Programming,” and much more.Click here for this episode’s show notes.

This week we spoke with Matthias Felleisen who is a professor at Northeastern University and heavyweight in the coding / teaching world, one of the driving forces behind Racket, a general-purpose programming language.Full show notes are available at www.sourcesandmethods.com

OK, so it's just Adrian this episode – due to life happenings, it's been difficult for us to all get together these past few weeks and so rather than leave you hanging, we thought we should post at least something to tide you over. He's not used to recording on his own, so please forgive any awkwardness! Airpods Are a Tragedy Naomi's Twitter thread on apologies The Three Parts of a Meaningful, Heartfelt Apology John Profumo volunteering at a charity Naomi's Twitter thread on ending a story well Codecademy vs. The BBC Micro Code: The Hidden Language of Computer Hardware and Software by Charles Petzold Follow us at @culturescast, and our hosts on Twitter at @adrianhon @naomialderman @andrhia We're on Mastodon at @adrianhon@mastodon.social @naomialderman@mastodon.social @andrhia@wandering.shop

Sponsors Sentry use the code “devchat” for 2 months free on Sentry small plan Triplebyteoffers a $1000 signing bonus CacheFly Host: Charles Max Wood Guest: Neil Brown Episode Summary In this episode of My Angular Story, Charles hosts Neil Brown, a research fellow at Kings College in London where he works in computing education. He helps people teach “how to program” more effectively and efficiently. Check out his social media pages and his research via the web. Listen to Neil on the podcast Adventures in Angular here and on the podcast Ruby Rogues here. Links Adventures in Angular 202: “Programming education/education research” with Neil Brown Ruby Rogues 257: Learning and Training with Neil Brown Neil's Podcast Neil's Article Neil's Twitter Tips for Teaching Programming with Dr. Neil Brown BlueJ https://devchat.tv/my-angular-story/ https://www.facebook.com/DevChattv  Picks Neil Brown: Flash Boys by Michael Lewis  Charles Max Wood: Taking time off when burnt out Podcast management software (side project Charles has been working on) Talking to people in a constructive manner to work through issues  

Sponsors Sentry use the code “devchat” for 2 months free on Sentry small plan Triplebyteoffers a $1000 signing bonus CacheFly Host: Charles Max Wood Guest: Neil Brown Episode Summary In this episode of My Angular Story, Charles hosts Neil Brown, a research fellow at Kings College in London where he works in computing education. He helps people teach “how to program” more effectively and efficiently. Check out his social media pages and his research via the web. Listen to Neil on the podcast Adventures in Angular here and on the podcast Ruby Rogues here. Links Adventures in Angular 202: “Programming education/education research” with Neil Brown Ruby Rogues 257: Learning and Training with Neil Brown Neil's Podcast Neil's Article Neil's Twitter Tips for Teaching Programming with Dr. Neil Brown BlueJ https://devchat.tv/my-angular-story/ https://www.facebook.com/DevChattv  Picks Neil Brown: Flash Boys by Michael Lewis  Charles Max Wood: Taking time off when burnt out Podcast management software (side project Charles has been working on) Talking to people in a constructive manner to work through issues  

Sponsors Sentry use the code “devchat” for 2 months free on Sentry small plan Triplebyteoffers a $1000 signing bonus CacheFly Host: Charles Max Wood Guest: Neil Brown Episode Summary In this episode of My Angular Story, Charles hosts Neil Brown, a research fellow at Kings College in London where he works in computing education. He helps people teach “how to program” more effectively and efficiently. Check out his social media pages and his research via the web. Listen to Neil on the podcast Adventures in Angular here and on the podcast Ruby Rogues here. Links Adventures in Angular 202: “Programming education/education research” with Neil Brown Ruby Rogues 257: Learning and Training with Neil Brown Neil's Podcast Neil's Article Neil's Twitter Tips for Teaching Programming with Dr. Neil Brown BlueJ https://devchat.tv/my-angular-story/ https://www.facebook.com/DevChattv  Picks Neil Brown: Flash Boys by Michael Lewis  Charles Max Wood: Taking time off when burnt out Podcast management software (side project Charles has been working on) Talking to people in a constructive manner to work through issues  

Panelists: Paul Hagstrom (hosting), Quinn Dunki, and Jack Nutting Topic: Learning programming using retrocomputers Learning programming today using retrocomputing technology? Is this a good idea? Topic and feedback notes: Beginning Programming Using Retro Computing (Gerald Friedland) MicroM8 Usborne computer and coding books 8-bit guy complete Commodore 128 restoration and board repair GERmulator 8800 (part 4) SeaMonkey iMazing Retro Computing News: BassoonTracker, an Amiga MOD tracker that runs in a browser Blog post about BassoonTracker release 0.3.0 John Pfaff got reacquainted with an Apple IIe from his parents’ attic F18A MK2 maybe soon? Maybe exists? Tom Greene's collection of 44 ALA software titles ALA software playable on the Internet Archive "joeentropy" wrote a couple of ALA titles Derwyn Joseph Booker v. Commissioner (Tax Ct. 1996) Bevel M. and Patricia N. Hoffpauir v. Commissioner (Tax Ct. 1996) Allen v. Columbia Financial Management Ltd. (S.C. Ct. App. 1983) Jason Scott's tweet re: ALA Software Upcoming Shows: Computer Conservation Society lecture series, Manchester and London Retro Gathering, Västerås, Sweden, Feb 23, 2019 VCF Pacific Northwest, Living Computers: Museum+Labs, Seattle, WA, Mar 23-24, 2019 GORF (The Great Oz-stralian Retro-technology Festival), Melbourne, Apr 24-28, 2019 WOzFest 12:00, Sydney, Apr 27, 2019 QFest 12, Brisbane, Apr 27, 2019 VCF East, InfoAge Science Center, Wall, NJ, May 3-5, 2019 CoCoFest, Lombard, IL, May 4-5, 2019 KansasFest, Kansas City, MO, Jul 15-21, 2019 Fujiama 2019, Lengenfeld, Germany, Aug 26-Sep 4, 2019 Vintage Computer-related Commercial: Tandy 102 Retro Computing Gift Idea: Makey Makey Classic Also mentioned: Otamatone Auction Picks: Jack: Choplifter for 7800, “works” See also: About the Choplifter glitch Paul: Recapped Apple IIe cards eMac cat bed G3 B/W stealth serial port Apple logo items Tandy 102, Siemens SD-80 PABX stuff? TI 99/4a, with Apple sticker Many many PC disks VM-4509 monitor, cheap-ish VIC-1541 drive, couldn’t test, no cords. See other auction for one with cords. Feedback/Discussion: @rcrpodcast on Twitter Vintage Computer Forum RCR Podcast on Facebook Throwback Network Throwback Network on Facebook Intro / Closing Song: Back to Oz by John X - link Show audio files hosted by CyberEars Listen/Download:

Panel: Charles Max Wood Guest: Dr. Neil Brown This week on My Ruby Story, Charles talks with Dr. Neil Brown who is a researcher. He helps people teach “how to program” more effectively and efficiently. Check out his social media pages and his research via the web. Chuck and Neil talk about his research among other topics. In particular, we dive pretty deep on: 0:52 – Chuck: We are talking with Neil Brown. 1:05 – Chuck: I’ve always wanted to go to London! Let’s dive in and talk about you and how you got into all of this stuff. 1:40 – Neil: I was in primary/elementary school and sometime there I went to my dad and I asked him how are these games made? He gave me a book. 3:12 – Chuck: What are some things that you are researching? 3:24 – Neil answers the question. 5:24 – Chuck: How do you know what to look into and how do you test your hypotheses? There is some science there. 5:45 – Neil: We have a large data collection. 6:07 – Chuck: You have your own ideas linked to Java? 6:15 – Neil: Yep. 6:20 – Chuck: Do people know that they are test subjects? 6:31 – Neil: Oh yeah. 6:39 – Chuck comments. 6:45 – Chuck: What do programmers see? 6:55 – Neil: It is interesting to see the code that they are writing. You are not sure what they are trying to do. Programming is a very frustrating experience for most people. I want to reach back in time and tell them that the problem is there. You watch people do it and they kind of in the right area, and then they go somewhere else. It’s frustrating for beginners. 8:06 – Chuck: How long have you been doing the research? 8:05 – Neil: Five Years. 8:22 – Chuck: How would I get into something like that? 8:32 – Neil answers the question. 9:35 – Chuck: What are you most proud of? 9:42 – Neil answers the question. 11:34 – How do you communicate that to people in the “real world” in a professional setting? 11:45 – Neil answers the question. Neil: Be careful of your own expectations. 12:32 – Chuck: What are you doing now? 12:35 – Neil answers the question. 12:58 – Neil: Research is focused on the “new.” Making something “new.” We are doing essential work, but work that doesn’t get a lot of recognition. 13:37 – Chuck: That’s interesting. What else should we dive into? I would love to have you back. 13:57 – Chuck: Any advice for someone who wants to get into this area? 14:00 – Neil: Study and get a Ph.D. to help you with research. 14:40 – Chuck: There are a lot of universities who do this type of research? 14:52 – Neil answers the question. 15:35 – Picks! 15:41 – Advertisement Links: Ruby Elixir Dr. Neil Brown – Podcast Dr. Neil Brown – Article Dr. Neil Brown – Twitter Tips for Teaching Programming with Dr. Neil Brown BlueJ Sponsors: Code Badges Get a Coder Job Cache Fly Picks: Charles Audible If you are exhausted / depressed / down...go and take some time for yourself! Having a side project Book: Crucial Conversations Neil Michael Lewis – Flash Boys

Panel: Charles Max Wood Guest: Dr. Neil Brown This week on My Ruby Story, Charles talks with Dr. Neil Brown who is a researcher. He helps people teach “how to program” more effectively and efficiently. Check out his social media pages and his research via the web. Chuck and Neil talk about his research among other topics. In particular, we dive pretty deep on: 0:52 – Chuck: We are talking with Neil Brown. 1:05 – Chuck: I’ve always wanted to go to London! Let’s dive in and talk about you and how you got into all of this stuff. 1:40 – Neil: I was in primary/elementary school and sometime there I went to my dad and I asked him how are these games made? He gave me a book. 3:12 – Chuck: What are some things that you are researching? 3:24 – Neil answers the question. 5:24 – Chuck: How do you know what to look into and how do you test your hypotheses? There is some science there. 5:45 – Neil: We have a large data collection. 6:07 – Chuck: You have your own ideas linked to Java? 6:15 – Neil: Yep. 6:20 – Chuck: Do people know that they are test subjects? 6:31 – Neil: Oh yeah. 6:39 – Chuck comments. 6:45 – Chuck: What do programmers see? 6:55 – Neil: It is interesting to see the code that they are writing. You are not sure what they are trying to do. Programming is a very frustrating experience for most people. I want to reach back in time and tell them that the problem is there. You watch people do it and they kind of in the right area, and then they go somewhere else. It’s frustrating for beginners. 8:06 – Chuck: How long have you been doing the research? 8:05 – Neil: Five Years. 8:22 – Chuck: How would I get into something like that? 8:32 – Neil answers the question. 9:35 – Chuck: What are you most proud of? 9:42 – Neil answers the question. 11:34 – How do you communicate that to people in the “real world” in a professional setting? 11:45 – Neil answers the question. Neil: Be careful of your own expectations. 12:32 – Chuck: What are you doing now? 12:35 – Neil answers the question. 12:58 – Neil: Research is focused on the “new.” Making something “new.” We are doing essential work, but work that doesn’t get a lot of recognition. 13:37 – Chuck: That’s interesting. What else should we dive into? I would love to have you back. 13:57 – Chuck: Any advice for someone who wants to get into this area? 14:00 – Neil: Study and get a Ph.D. to help you with research. 14:40 – Chuck: There are a lot of universities who do this type of research? 14:52 – Neil answers the question. 15:35 – Picks! 15:41 – Advertisement Links: Ruby Elixir Dr. Neil Brown – Podcast Dr. Neil Brown – Article Dr. Neil Brown – Twitter Tips for Teaching Programming with Dr. Neil Brown BlueJ Sponsors: Code Badges Get a Coder Job Cache Fly Picks: Charles Audible If you are exhausted / depressed / down...go and take some time for yourself! Having a side project Book: Crucial Conversations Neil Michael Lewis – Flash Boys

Panel: Charles Max Wood Guest: Dr. Neil Brown This week on My Ruby Story, Charles talks with Dr. Neil Brown who is a researcher. He helps people teach “how to program” more effectively and efficiently. Check out his social media pages and his research via the web. Chuck and Neil talk about his research among other topics. In particular, we dive pretty deep on: 0:52 – Chuck: We are talking with Neil Brown. 1:05 – Chuck: I’ve always wanted to go to London! Let’s dive in and talk about you and how you got into all of this stuff. 1:40 – Neil: I was in primary/elementary school and sometime there I went to my dad and I asked him how are these games made? He gave me a book. 3:12 – Chuck: What are some things that you are researching? 3:24 – Neil answers the question. 5:24 – Chuck: How do you know what to look into and how do you test your hypotheses? There is some science there. 5:45 – Neil: We have a large data collection. 6:07 – Chuck: You have your own ideas linked to Java? 6:15 – Neil: Yep. 6:20 – Chuck: Do people know that they are test subjects? 6:31 – Neil: Oh yeah. 6:39 – Chuck comments. 6:45 – Chuck: What do programmers see? 6:55 – Neil: It is interesting to see the code that they are writing. You are not sure what they are trying to do. Programming is a very frustrating experience for most people. I want to reach back in time and tell them that the problem is there. You watch people do it and they kind of in the right area, and then they go somewhere else. It’s frustrating for beginners. 8:06 – Chuck: How long have you been doing the research? 8:05 – Neil: Five Years. 8:22 – Chuck: How would I get into something like that? 8:32 – Neil answers the question. 9:35 – Chuck: What are you most proud of? 9:42 – Neil answers the question. 11:34 – How do you communicate that to people in the “real world” in a professional setting? 11:45 – Neil answers the question. Neil: Be careful of your own expectations. 12:32 – Chuck: What are you doing now? 12:35 – Neil answers the question. 12:58 – Neil: Research is focused on the “new.” Making something “new.” We are doing essential work, but work that doesn’t get a lot of recognition. 13:37 – Chuck: That’s interesting. What else should we dive into? I would love to have you back. 13:57 – Chuck: Any advice for someone who wants to get into this area? 14:00 – Neil: Study and get a Ph.D. to help you with research. 14:40 – Chuck: There are a lot of universities who do this type of research? 14:52 – Neil answers the question. 15:35 – Picks! 15:41 – Advertisement Links: Ruby Elixir Dr. Neil Brown – Podcast Dr. Neil Brown – Article Dr. Neil Brown – Twitter Tips for Teaching Programming with Dr. Neil Brown BlueJ Sponsors: Code Badges Get a Coder Job Cache Fly Picks: Charles Audible If you are exhausted / depressed / down...go and take some time for yourself! Having a side project Book: Crucial Conversations Neil Michael Lewis – Flash Boys

Ben Wheeler teaches tech to kids ages 4 to 104. He talks to Scott about how to effectively teach technology, as well as the importance of social context around tech. Everyone's journey to tech is different. How can we as teachers use those journeys to make everyone successful? Robot Owl Newsletter https://twitter.com/benjiwheeler https://education.lego.com/en-us/elementary/intro/c/computational-thinking https://education.lego.com/en-us/support/wedo https://scratchx.org/ http://microbit.org/ Zen and the Art of Motorcycle Maintenance https://www.hanselman.com/blog/IsTechnologyKillingCuriosity.aspx https://www.leadinglearning.com/episode-104-barbara-oakley/ https://www.coursera.org/learn/learning-how-to-learn https://www.makewonder.com/

Dr. Neil Brown recently published a scholarly article on how to effectively teach programming. Rather than a series of anecdotes, this is backed up by actual research in educational psychology. He talks to Scott about how we can and should approach teaching the next generation of developers. https://software-carpentry.org/ http://runestoneinteractive.org/LearningAtScale/parsons.html http://journals.plos.org/ploscompbiol/article?id=10.1371/journal.pcbi.1006023

In many ways, my whole career changed when I asked the question, “If I can teach coding to pre-readers, can coding help them learn to reading?” This episode of Beyond the hour of code talks through my learning process and highlights some of the most useful pieces. I have included below the framework and template for one of my ScratchJr coding activities. I find that I only have to build a few of these activities and the kids quickly develop the skills to set up the characters and backgrounds on their own screens. Check it out and let me know how you can adapt the idea to fit your goals and your learners. A Reading Programming Activity with TemplatesEver since I discovered that my pre-reading students could code using leveled apps like Kodable and The Foos, as well as open studio apps like Scratch Jr, I have worked to figure out how this fun and engaging challenge could be linked to literacy instruction. At my previous school, we did very little direct reading instruction in kindergarten, but we work on developing letter and number sense. There are sight words that are studied. As I worked with my kindergarten teachers I asked them what words we could support the kids in spelling and they brought me to the word wall. Preparing Students for ProgrammingFor this lesson, I chose “you, have, and peace.” I thought these words made a logical progression of challenges. Then I set to crafting a digital learning experience. I used to do craft paper learning experiences with blackline masters, a photocopier and white out. To create a digital learning experience I build half of a program inside of Scratch Jr. I set up 3 different stages and each stage was a “level” holding one of the 3 words. I had to make some adjustments to how the app functioned to set some boundaries on this learning experience. I used guided access on the Ipads to turn o the touch on the main stage. This meant my students had to use code to move the letters because they could not click and drag them. The students have worked in Scratch Jr before, so I only had to show them the activity once and set them to work. Since I had guided access enabled, every Ipad was already on and in the app when I walked in the door. Once the students got to work there were a couple of standard challenge points. as the “y” moves, it gets reversed. The students had to figure out how to solve that. As the students got into it the room got quieter and there was a level of focus. The challenge was real and in reflection, I can see the kids were learning and struggling because there was a wide range of abilities and success levels.  THIS LINK TO EVERNOTE (https://www.evernote.com/shard/s116/sh/ff9fab28-42d7-476a-a920-eaecbfcc9199/fd8ff82125e3f2c1a317bc6d79d05cca) to download the Scratch Jr file onto your own device. Creating a Custom WorkflowI use a couple of tools to make this lesson a success, one was guided access. By shutting down parts of the screen I was able to make this open studio app behave like a more restricted leveled app. This allowed me to create a 3 level digital learning experience that engaged and challenged the students. The second built-in tool I used was airdrop. I bet you could use Android's near field to do the same thing, I wrote the experience on one iPad and used airdrop to send it to the 16 iPads in the cart and set them each up. The prep on this was a little intense as it takes time to move the files and activates guided access. The outcome was so good I am working on a more advanced version for our first-grade team. Links to Mentioned Apps Scratch Jr in App Store (https://itunes.apple.com/us/app/scratchjr/id895485086?mt=8) Scratch Jr in Play Store  (https://play.google.com/store/apps/details?id=org.scratchjr.android) The Foos in App (https://itunes.apple.com/us/app/foos-code-for-hour-free-girls/id923441570?mt=8) The Foos in Play...

00:16 – Welcome to “The Netherlands Invented Gay Marriage, So We Should Be Scared of Them Now!” …we mean, “Greater Than Code!” 01:28 – Origin Story 03:17 – Programming Perspectives From People of Different Backgrounds; Teaching Adults vs Children 06:12 – Teaching Programming as a Language; Aha! Moments Scratch Programming (https://scratch.mit.edu/) GoldieBlox (https://www.goldieblox.com/) 12:26 – Identity and why do we so often use the phrase “not real programming”? What do we define as software? Tooling Microsoft Excel (https://products.office.com/en-us/excel) Expector (http://www.felienne.com/Expector) 20:13 – Should everyone know programming? Why? What should they know/be able to do? (Digital Literacy) 28:27 – What is the programming equivalent of a library/librarian? 33:06 – Does STEM education make other forms of education obsolete? Why not? 35:15 – Things to Get Better at Programming Other Than Programming CodeKata (http://codekata.com/) 48:58 – Fighting Against “Real” Programming and Being Hesitant to Let in Newcomers 50:40 – What can we do to help spread the knowledge? Reflections: Felienne: If people say they are programming, they are. Limit belittling and surprise. Do not contaminate others with what your own idea of programming is. Jessica: Value on reading through code and forming a model of it. Astrid: Thinking about programming as in thinking about writing. Rein: Some programming does involved math, but it is not (for the most part) the math you hated in high school. A Mathematician’s Lament: How School Cheats Us Out of Our Most Fascinating and Imaginative Art Form by Paul Lockhart Sam: You can be fluent at a very low level of proficiency and still be fluent. This episode was brought to you by @therubyrep (https://twitter.com/therubyrep) of DevReps, LLC (http://www.devreps.com/). To pledge your support and to join our awesome Slack community, visit patreon.com/greaterthancode (https://www.patreon.com/greaterthancode). To make a one-time donation so that we can continue to bring you more content and transcripts like this, please do so at paypal.me/devreps (https://www.paypal.me/devreps). You will also get an invitation to our Slack community this way as well. Amazon links may be affiliate links, which means you’re supporting the show when you purchase our recommendations. Thanks! Special Guest: Felienne Hermans.

Support these videos: http://pgbovine.net/support.htmhttp://pgbovine.net/PG-Podcast-22-Jess-Hamrick.htmRecorded: 2017-02-08

Support these videos: http://pgbovine.net/support.htmhttp://pgbovine.net/PG-Podcast-21-Trey-Hunner.htmRecorded: 2017-01-13

Pamela Fox and the rest of the gang talk about teaching programming and Computer Science.

Pamela Fox and the rest of the gang talk about teaching programming and Computer Science.

Pamela Fox and the rest of the gang talk about teaching programming and Computer Science.