Opensource.com looks at the availability of open educational resources (OERs), where to find them, and what the advantages of OERs are. Math and computer science professor David Usinski is a strong advocate for OERs and was interviewed for the article. “The ability to customize the curriculum is one of David’s favorite benefits of OER. ‘The intangible aspect is that OER has allowed me to reinvent my curriculum and take ownership of the content. With a textbook, I am locked into the chapter-by-chapter approach by one or two authors,’ he says. Because of OER ‘I am no longer hindered or confined by published materials and now have the flexibility to create the curriculum that truly addresses the course outcomes.’ By freely sharing the content he creates, other instructors can also benefit.”
Post Syndicated from Richard Hayler original https://www.raspberrypi.org/blog/2017-weather-station/
As we head into 2018 and start looking forward to longer days in the Northern hemisphere, I thought I’d take a look back at last year’s weather using data from Raspberry Pi Oracle Weather Stations. One of the great things about the kit is that as well as uploading all its readings to the shared online Oracle database, it stores them locally on the Pi in a MySQL or MariaDB database. This means you can use the power of SQL queries coupled with Python code to do automatic data analysis.
My Weather Station has only been installed since May, so I didn’t have a full 52 weeks of my own data to investigate. Still, my station recorded more than 70000 measurements. Living in England, the first thing I wanted to know was: which was the wettest month? Unsurprisingly, both in terms of average daily rainfall and total rainfall, the start of the summer period — exactly when I went on a staycation — was the soggiest:
What about the global Weather Station community?
Even soggier Bavaria
Here things get slightly trickier. Although we have a shiny Oracle database full of all participating schools’ sensor readings, some of the data needs careful interpretation. Many kits are used as part of the school curriculum and do not always record genuine outdoor conditions. Nevertheless, it appears that Adalbert Stifter Gymnasium in Bavaria, Germany, had an even wetter 2017 than my home did:
Where the wind blows
The records Robert-Dannemann Schule in Westerstede, Germany, is a good example of data which was most likely collected while testing and investigating the weather station sensors, rather than in genuine external conditions. Unless this school’s Weather Station was transported to a planet which suffers from extreme hurricanes, it wasn’t actually subjected to wind speeds above 1000km/h in November. Dismissing these and all similarly suspect records, I decided to award the ‘Windiest location of the year’ prize to CEIP Noalla-Telleiro, Spain.
This school is right on the coast, and is subject to some strong and squally weather systems.
They’ve mounted their wind vane and anemometer nice and high, so I can see how they were able to record such high wind velocities.
A couple of Weather Stations have recently been commissioned in equally exposed places — it will be interesting to see whether they will record even higher speeds during 2018.
Highs and lows
After careful analysis and a few disqualifications (a couple of Weather Stations in contention for this category were housed indoors), the ‘Hottest location’ award went to High School of Chalastra in Thessaloniki, Greece. There were a couple of Weather Stations (the one at The Marwadi Education Foundation in India, for example) that reported higher average temperatures than Chalastra’s 24.54 ºC. However, they had uploaded far fewer readings and their data coverage of 2017 was only partial.
At the other end of the thermometer, the location with the coldest average temperature is École de la Rose Sauvage in Calgary, Canada, with a very chilly 9.9 ºC.
I suspect this school has a good chance of retaining the title: their lowest 2017 temperature of -24 ºC is likely to be beaten in 2018 due to extreme weather currently bringing a freezing start to the year in that part of the world.
Analyse your own Weather Station data
If you have an Oracle Raspberry Pi Weather Station and would like to perform an annual review of your local data, you can use this Python script as a starting point. It will display a monthly summary of the temperature and rainfall for 2017, and you should be able to customise the code to focus on other sensor data or on a particular time of year. We’d love to see your results, so please share your findings with [email protected], and we’ll send you some limited-edition Weather Station stickers.
Recreate Snake, the favourite mobile phone game from the late nineties, using a slug*, a Raspberry Pi, a Sense HAT, and our free resource!
Move aside, Angry Birds! On your bike, Pokémon Go! When it comes to the cream of the crop of mobile phone games, Snake holds the top spot.
You may still have an old Nokia 3310 lost in the depths of a drawer somewhere — the drawer that won’t open all the way because something inside is jammed at an odd angle. So it will be far easier to grab your Pi and Sense HAT, or use the free Sense HAT emulator (online or on Raspbian), and code
Snake SLUG yourself. In doing so, you can introduce the smaller residents of your household to the best reptile-focused game ever made…now with added mollusc.
To try out the game for yourself, head to our resource page, where you’ll find the online Sense HAT emulator embedded and ready to roll.
From there, you’ll be taken on a step-by-step journey from zero to SLUG glory while coding your own versionof the game in Python. On the way, you’ll learn to work with two-dimensional lists and to use the Sense HAT’s pixel display and joystick input. And by completing the resource, you’ll expand your understanding of applying abstraction and decomposition to solve more complex problems, in line with our Digital Making Curriculum.
The Sense HAT
The Raspberry Pi Sense HAT was originally designed and made as part of the Astro Pi mission in December 2015. With an 8×8 RGB LED matrix, a joystick, and a plethora of on-board sensors including an accelerometer, gyroscope, and magnetometer, it’s a great add-on for your digital making toolkit, and excellent for projects involving data collection and evaluation.
The post Create SLUG! It’s just like Snake, but with a slug appeared first on Raspberry Pi.
Post Syndicated from Laura Sach original https://www.raspberrypi.org/blog/christmas-resources-2017/
It’s never too early for Christmas-themed resources — especially when you want to make the most of them in your school, Code Club or CoderDojo! So here’s the ever-wonderful Laura Sach with an introduction of our newest festive projects.
In the immortal words of Noddy Holder: “it’s Christmaaaaaaasssss!” Well, maybe it isn’t quite Christmas yet, but since the shops have been playing Mariah Carey on a loop since the last pumpkin lantern hit the bargain bin, you’re hopefully well prepared.
To get you in the mood with some festive fun, we’ve put together a selection of seasonal free resources for you. Each project has a difficulty level in line with our Digital Making Curriculum, so you can check which might suit you best. Why not try them out at your local Raspberry Jam, CoderDojo, or Code Club, at school, or even on a cold day at home with a big mug of hot chocolate?
Jazzy jumpers (Creator level): as a child in the eighties, you’d always get an embarrassing and probably badly sized jazzy jumper at Christmas from some distant relative. Thank goodness the trend has gone hipster and dreadful jumpers are now cool!
This resource shows you how to build a memory game in Scratch where you must remember the colour and picture of a jazzy jumper before recreating it. How many jumpers can you successfully recall in a row?
Sense HAT advent calendar
Sense HAT advent calendar (Builder level): put the lovely lights on your Sense HAT to festive use by creating an advent calendar you can open day by day. However, there’s strictly no cheating with this calendar — we teach you how to use Python to detect the current date and prevent would-be premature peekers!
Press the Enter key to open today’s door:
(Note: no chocolate will be dispensed from your Raspberry Pi. Sorry about that.)
Code a carol
Code a carol (Developer level): Have you ever noticed how much repetition there is in carols and other songs? This resource teaches you how to break down the Twelve days of Christmas tune into its component parts and code it up in Sonic Pi the lazy way: get the computer to do all the repetition for you!
No musical knowledge required — just follow our lead, and you’ll have yourself a rocking doorbell tune in no time!
Naughty and nice
Naughty and nice (Maker level): Have you been naughty or nice? Find out by using sentiment analysis on your tweets to see what sort of things you’ve been talking about throughout the year. For added fun, why not use your program on the Twitter account of your sibling/spouse/arch nemesis and report their level of naughtiness to Santa with an @ mention?
raspberry_pi is 65.5 percent NICE, with an accuracy of 0.9046692607003891
With the festive season just around the corner, it’s time to get started on your Christmas projects! Whether you’re planning to run your Christmas lights via a phone app, install a home assistant inside an Elf on a Shelf, or work through our Christmas resources, we would like to see what you make. So do share your festive builds with us on social media, or by posting links in the comments.
Post Syndicated from Laura Sach original https://www.raspberrypi.org/blog/pi-enigma-octapi/
Back in July, we collaborated with GCHQ to bring you two fantastic free resources: the first showed you how to build an OctaPi, a Raspberry Pi cluster computer. The second showed you how to use the cluster to learn about public key cryptography. Since then, we and GCHQ have been hard at work, and now we’re presenting two more exciting projects to make with your OctaPi!
These new free resources are at the Maker level of the Raspberry Pi Foundation Digital Making Curriculum — they are intended for learners with a fair amount of experience, introducing them to some intriguing new concepts.
Whilst both resources make use of the OctaPi in their final steps, you can work through the majority of the projects on any computer running Python 3.
Calculating Pi teaches you two ways of calculating the value of Pi with varying accuracy. Along the way, you’ll also learn how computers store numbers with a fractional part, why your computer can limit how accurate your calculation of Pi is, and how to distribute the calculation across the OctaPi cluster.
Brute-force Enigma sends you back in time to take up the position of a WWII Enigma operator. Learn how to encrypt and decrypt messages using an Enigma machine simulated entirely in Python. Then switch roles and become a Bletchley Park code breaker — except this time, you’ve got a cluster computer on your side! You will use the OctaPi to launch a brute-force crypt attack on an Enigma-encrypted message, and you’ll gain an appreciation of just how difficult this decryption task was without computers.
Our own OctaPi
GCHQ has kindly sent us a fully assembled, very pretty OctaPi of our own to play with at Pi Towers — it even has eight snazzy Unicorn HATs which let you display light patterns and visualize simulations! Visitors of the Raspberry Jam at Pi Towers can have a go at running their own programs on the OctaPi, while we’ll be using it to continue to curate more free resources for you.
The post Decrypt messages and calculate Pi: new OctaPi projects appeared first on Raspberry Pi.
Here at Raspberry Pi, we know that getting physical with computing is often a catalyst for creativity. Building a simple circuit can open up a world of making possibilities! This ethos of tinkering and invention is also being used in the classroom to inspire a whole new generation of makers too, and here is why.
The all-important question
Physical computing provides a great opportunity for creative expression: the button press! By explaining how a button works, how to build one with a breadboard attached to computer, and how to program the button to work when it’s pressed, you can give learners young and old all the conceptual skills they need to build a thing that does something. But what do they want their button to do? Have you ever asked your students or children at home? I promise it will be one of the most mindblowing experiences you’ll have if you do.
Amy will want her button to take a photo, Charlie will want his button to play a sound, Tumi will want her button to explode TNT in Minecraft, Jack will want their button to fire confetti out of a cannon, and James Robinson will want his to trigger silly noises (doesn’t he always?)! Idea generation is the inherent gift that every child has in abundance. As educators and parents, we’re always looking to deeply engage our young people in the subject matter we’re teaching, and they are never more engaged than when they have an idea and want to implement it. Way back in 2012, I wanted my button to print geeky sayings:
A sneak peek at the finished Geek Gurl Diaries ‘Box of Geek’. I’ve been busy making this for a few weeks with some help from friends. Tutorial to make your own box coming soon, so keep checking the Geek Gurl Diaries Twitter, facebook page and channel.
What are the challenges for this approach in education?
Allowing this kind of free-form creativity and tinkering in the classroom obviously has its challenges for teachers, especially those confined to rigid lesson structures, timings, and small classrooms. The most common worry I hear from teachers is “what if they ask a question I can’t answer?” Encouraging this sort of creative thinking makes that almost an inevitability. How can you facilitate roughly 30 different projects simultaneously? The answer is by using those other computational and transferable thinking skills:
Clearly specifying a problem, surveying the tools available to solve it (including online references and external advice), and then applying them to solve the problem is a hugely important skill, and this is a great opportunity to teach it.
When we train teachers at Picademy, we group attendees around themes that have come out of the idea generation session. Together they collaborate on an achievable shared goal. One will often sketch something on a whiteboard, decomposing the problem into smaller parts; then the group will divide up the tasks. Each will look online or in books for tutorials to help them with their step. I’ve seen this behaviour in student groups too, and it’s very easy to facilitate. You don’t need to be the resident expert on every project that students want to work on.
The key is knowing where to guide students to find the answers they need. Curating online videos, blogs, tutorials, and articles in advance gives you the freedom and confidence to concentrate on what matters: the learning. We have a number of physical computing projects that use buttons, linked to our curriculum for learners to combine inputs and outputs to solve a problem. The WhooPi cushion and GPIO music box are two of my favourites.
The rise of the global maker movement, I think, is in response to abstract concepts and disciplines. Children are taught lots of concepts in isolation that aren’t always relevant to their lives or immediate environment. Digital making provides a unique and exciting way of bridging different subject areas, allowing for cross-curricular participation. I’m not suggesting that educators should throw away all their schemes of work and leave the full direction of the computing curriculum to students. However, there’s huge value in exposing learners to the possibilities for creativity in computing. Creative freedom and expression guide learning, better preparing young people for the workplace of tomorrow.
So…what do you want your button to do?
Learn more about today’s subject, and read further articles regarding computer science in education, in Hello World magazine issue 1.
Post Syndicated from Philip Colligan original https://www.raspberrypi.org/blog/after-the-reboot/
Today the Royal Society published After the Reboot, a report card on the state of computing education in UK schools. It’s a serious piece of work, published with lots of accompanying research and data, and well worth a read if you care about these issues (which, if you’re reading this blog, I guess you do).
The headline message is that, while a lot has been achieved, there’s a long way to go before we can say that young people are consistently getting the computing education they need and deserve in UK schools.
If this were a school report card, it would probably say: “good progress when he applies himself, but would benefit from more focus and effort in class” (which is eerily reminiscent of my own school reports).
After the Reboot comes five and a half years after the Royal Society’s first review of computing education, Shut down or restart, a report that was published just a few days before the Education Secretary announced in January 2012 that he was scrapping the widely discredited ICT programme of study.
There’s no doubt that a lot has been achieved since 2012, and the Royal Society has done a good job of documenting those successes in this latest report. Computing is now part of the curriculum for all schools. There’s a Computer Science GCSE that is studied by thousands of young people. Organisations like Computing At School have built a grassroots movement of educators who are leading fantastic work in schools up and down the country. Those are big wins.
The Raspberry Pi Foundation has been playing its part. With the support of partners like Google, we’ve trained over a thousand UK educators through our Picademy programme. Those educators have gone on to work with hundreds of thousands of students, and many have become leaders in the field. Many thousands more have taken our free online training courses, and through our partnership with BT, CAS and the BCS on the Barefoot programme, we’re supporting thousands of primary school teachers to deliver the computing curriculum. Earlier this year we launched a free magazine for computing educators, Hello World, which has over 14,000 subscribers after just three editions.
More to do
Despite all the progress, the Royal Society study has confirmed what many of us have been saying for some time: we need to do much more to support teachers to develop the skills and confidence to deliver the computing curriculum. More than anything, we need to give them the time to invest in their own professional development. The UK led the way on putting computing in the curriculum. Now we need to follow through on that promise by investing in a huge effort to support professional development across the school system.
This isn’t a problem that any one organisation or sector can solve on its own. It will require a grand coalition of government, industry, non-profits, and educators if we are going to make change at the pace that our young people need and deserve. Over the coming weeks and months, we’ll be working with our partners to figure out how we make that happen.
The other 75%
While the Royal Society report rightly focuses on what happens in classrooms during the school day, we need to remember that children spend only 25% of their waking hours there. What about the other 75%?
Ask any computer scientist, engineer, or maker, and they’ll tell stories about how much they learned in those precious discretionary hours.
Ask an engineer of a certain age (ahem), and they will tell you about the local computing club where they got hands-on with new technologies, picked up new ideas, and were given help by peers and mentors. They might also tell you how they would spend dozens of hours typing in hundreds of line of code from a magazine to create their own game, and dozens more debugging when it didn’t work.
One of our goals at the Raspberry Pi Foundation is to lead the revival in that culture of informal learning.
The revival of computing clubs
There are now more than 6,000 active Code Clubs in the UK, engaging over 90,000 young people each week. 41% of the kids at Code Club are girls. More than 150 UK CoderDojos take place in universities, science centres, and corporate offices, providing a safe space for over 4,000 young people to learn programming and digital making.
So far this year, there have been 164 Raspberry Jams in the UK, volunteer-led meetups attended by over 10,000 people, who come to learn from volunteers and share their digital making projects.
It’s a movement, and it’s growing fast. One of the most striking facts is that whenever a new Code Club, CoderDojo, or Raspberry Jam is set up, it is immediately oversubscribed.
So while we work on fixing the education system, there’s a tangible way that we can all make a huge difference right now. You can help set up a Code Club, get involved with CoderDojo, or join the Raspberry Jam movement.
Learn about using switches and programming GPIO pins while you prank your friends with the Raspberry Pi-powered
whoopee WhooPi Cushion!
Explore the world of Raspberry Pi physical computing with our free FutureLearn courses: http://rpf.io/futurelearn Free make your own Whoopi Cushion resource: http://rpf.io/whoopi For more information on Raspberry Pi and the charitable work of the Raspberry Pi Foundation, including Code Club and CoderDojo, visit http://rpf.io Our resources are free to use in schools, clubs, at home and at events.
The WhooPi Cushion
You might remember Carrie Anne and me showing off the WhooPi Cushion live on Facebook last year. The project was created as a simple proof of concept during a Pi Towers maker day. However, our viewers responded so enthusastically that we set about putting together a how-to resource for it.
When we made the resource available, it turned out to be so popular that we decided to include the project in one of our first FutureLearn courses and produced a WhooPi Cushion video tutorial to go with it.
Our FutureLearn course attendees love the video, so last week we uploaded it to YouTube! Now everyone can follow along with James Robinson to make their own WhooPi Cushion out of easy-to-gather household items such as tinfoil, paper plates, and spongy material.
Build upon the WhooPi Cushion
Once you’ve completed your prank cushion, you’ll have learnt new skills that you can incorporate into other projects.
For example, you’ll know how to program an action in response to a button press — so how about playing a sound when the button is released instead? Just like that, you’ll have created a simple pressure-based alarm system. Or you could upgrade the functionality of the cushion by including a camera that takes a photo of your unwitting victim’s reaction!
Building upon your skills to increase your knowledge of programming constructs and manufacturing techniques is key to becoming a digital maker. When you use the free Raspberry Pi resources, you’re also working through our digital curriculum, which guides you on this learning journey.
FutureLearn courses for free
Our FutureLearn courses are completely free and cover a variety of topics and skills, including object-oriented programming and teaching physical computing.
Regardless of your location, you can learn with us online to improve your knowledge of teaching digital making as well as your own hands-on digital skill set.
Post Syndicated from Alex Bate original https://www.raspberrypi.org/blog/free-zombie-resources/
Looking for something more exciting than pumpkin carving this Halloween weekend? Try your hand at our free new creepy, zombie-themed resources — perfect for both digital makers both living and undead!
Pride and Prejudice for zombies
If you’ve always imagined Lady Catherine de Bourgh as resembling one of the undead, you’re not alone. And if you don’t know who Lady Catherine de Bourgh is, now is the perfect time to read Pride and Prejudice, before using our resource to translate the text for your favourite zombies.
This resource will show you how to apply abstraction and decomposition to solve more complex programming problems, in line with the Raspberry Pi digital curriculum.*
Zombie apocalypse survival map
Are you ready to take on the zombie infestation and survive the apocalypse brought about by the undead? This resource shows you how to create a map of a specific area and mark the locations of supplies, secret bases, and enemies, and thus ensure the best chances of survival for you and your team.
By the way, if you’re not into zombies, don’t worry: these resources are easily modifiable to fit any genre or franchise! Jane Eyre for kittens, anyone? Or an ‘Hide from the stormtroopers’ map?
If you’re a person between the age of 11 and 16 and based in the UK or Ireland, or if you know one who enjoys making, make sure to check out our newest Pioneers challenge, Only you can save us.
We’re tasking our Pioneers to build something to help humankind survive a calamity of epic proportions. Are you up for the challenge?
The Raspberry Pi digital curriculum was created to support our goal of putting the power of digital making into the hands of people all over the world.
As Carrie Anne Philbin, Director of Education for the Raspberry Pi Foundation, explains:
We have a large and diverse community of people who are interested in digital making. Some might use the curriculum to help guide and inform their own learning, or perhaps their children’s learning. People who run digital making clubs at schools, community centres, and Raspberry Jams may draw on it for extra guidance on activities that will engage their learners. Some teachers may wish to use the curriculum as inspiration for what to teach their students.
By working through resources such as the ones above, you’re not only learning new skills, but also building on pre-existing ones. You’ll expand both your understanding of digital making and your imagination, and you’ll be able to use what you’ve gained when you create your own exciting projects.
All of our resources are available for free on our website, and we continually update them to offer you more ways to work on your abilities, whatever your age and experience may be.
Have you built anything using our resources? Let us know in the comments!
Lasers! Cookies! Raspberry Pi! We’re buzzing with excitement about sharing our latest YouTube video with you, which comes directly from the kitchen of maker Estefannie Explains It All!
Uploaded by Raspberry Pi on 2017-09-18.
Estefannie Explains It All + Raspberry Pi
When Estefannie visited Pi Towers earlier this year, we introduced her to the Raspberry Pi Digital Curriculum and the free resources on our website. We’d already chatted to her via email about the idea of creating a collab video for the Raspberry Pi channel. Once she’d met members of the Raspberry Pi Foundation team and listened to them wax lyrical about the work we do here, she was even more keen to collaborate with us.
Ahhhh!!! I still can’t believe I got to hang out and make stuff at the @Raspberry_Pi towers!! Thank you thank you!!
Estefannie returned to the US filled with inspiration for a video for our channel, and we’re so pleased with how awesome her final result is. The video is a super addition to our Raspberry Pi YouTube channel, it shows what our resources can help you achieve, and it’s great fun. You might also have noticed that the project fits in perfectly with this season’s Pioneers challenge. A win all around!
So yeah, we’re really chuffed about this video, and we hope you all like it too!
Estefannie’s Laser Cookies guide
For those of you wanting to try your hand at building your own Cookie Jar Laser Surveillance Security System, Estefannie has provided a complete guide to talk you through it. Here she goes:
First off, you’ll need:
- 10 lasers
- 10 photoresistors
- 10 capacitors
- 1 Raspberry Pi Zero W
- 1 buzzer
- 1 Raspberry Pi Camera Module
- 12 ft PVC pipes + 4 corners
- 1 acrylic panel
- 1 battery pack
- 8 zip ties
- tons of cookies
I used the Raspberry Pi Foundation’s Laser trip wire and the Tweeting Babbage resources to get one laser working and to set up the camera and Twitter API. This took me less than an hour, and it was easy, breezy, beautiful, Raspberry Pi.
I soldered ten lasers in parallel and connected ten photoresistors to their own GPIO pins. I didn’t wire them up in series because of sensitivity reasons and to make debugging easier.
Building the frame took a few tries: I actually started with a wood frame, then tried a clear case, and finally realized the best and cleaner solution would be pipes. All the wires go inside the pipes and come out in a small window on the top to wire up to the Zero W.
Using pipes also made the build cheaper, since they were about $3 for 12 ft. Wiring inside the pipes was tricky, and to finish the circuit, I soldered some of the wires after they were already in the pipes.
I tried glueing the lasers to the frame, but the lasers melted the glue and became decalibrated. Next I tried tape, and then I found picture mounting putty. The putty worked perfectly — it was easy to mold a putty base for the lasers and to calibrate and re-calibrate them if needed. Moreover, the lasers stayed in place no matter how hot they got.
Although the lasers were not very strong, I still strained my eyes after long hours of calibrating — hence the sunglasses! Working indoors with lasers, sunglasses, and code was weird. But now I can say I’ve done that…in my kitchen.
Using all the knowledge I have shared, this project should take a couple of hours. The code you need lives on my GitHub!
Estefannie on YouTube
Estefannie made this video for us as a gift, and we’re so grateful for the time and effort she put into it! If you enjoyed it and would like to also show your gratitude, subscribe to her channel on YouTube and follow her on Instagram and Twitter. And if you make something similar, or build anything with our free resources, make sure to share it with us in the comments below or via our social media channels.
It’s the beginning of a new school year, and the latest issue of Hello World is here! Hello World is our magazine about computing and digital making for educators, and it’s a collaboration between The Raspberry Pi Foundation and Computing at School, part of the British Computing Society.
In issue 3, our international panel of experts takes an in-depth look at assessment in computer science.
Approaching assessment, and much more
Our cover feature explores innovative, practical, and effective approaches to testing and learning. The issue is packed with other great resources, guides, features and lesson plans to support educators.
- Tutorials and lesson plans on Scratch Pong, games design, and the database-building Python library, SQLite3
- Supporting learning with online video
- The potential of open-source resources in education
- A bluffer’s guide to Non-Examination Assessments (NEA) for GCSE Computer Science
- A look at play and creativity in programming
Get your copy of Hello World 3
Hello World is available as a free Creative Commons download for anyone around the world who is interested in Computer Science and digital making education. Grab the latest issue straight from the Hello World website.
Thanks to the very generous support of our sponsors BT, we are able to offer free printed versions of the magazine to serving educators in the UK. It’s for teachers, Code Club volunteers, teaching assistants, teacher trainers, and others who help children and young people learn about computing and digital making. Remember to subscribe to receive your free copy, posted directly to your home.
As a special bonus for our print subscribers, this issue comes bundled with a copy of Ian Livingstone and Shahneila Saeed’s new book, Hacking the Curriculum: Creative Computing and the Power of Play.
The book explains the critical importance of coding and computing in modern schools, and offers teachers and school leaders practical guidance on how to improve their computing provision. Thanks to Ian Livingstone, Shahneila Saeed, and John Catt Educational Ltd. for helping to make this possible. The book will be available with issue 3 to new subscribers while stocks last.
We are very excited to announce that Hello World now has more than 10,000 subscribers!
We’re celebrating this milestone, but we’d love to reach even more computing and digital making educators. Help us to spread the word to teachers, volunteers and home educators in the UK.
Share your teaching experiences in computing and related subjects with Hello World, and help us to help other educators! When you air your questions and challenges on our letters page, other educators are ready to help you. Drop us an email to submit letters, articles, lesson plans, and questions for our FAQ pages – wherever you are in the world, get in touch with us by emailing [email protected].
Post Syndicated from Tina Barr original https://aws.amazon.com/blogs/aws/aws-hot-startups-july-2017/
Welcome back to another month of Hot Startups! Every day, startups are creating innovative and exciting businesses, applications, and products around the world. Each month we feature a handful of startups doing cool things using AWS.
July is all about learning! These companies are focused on providing access to tools and resources to expand knowledge and skills in different ways.
This month’s startups:
- CodeHS – provides fun and accessible computer science curriculum for middle and high schools.
- Insight – offers intensive fellowships to grow technical talent in Data Science.
- iTranslate – enables people to read, write, and speak in over 90 languages, anywhere in the world.
CodeHS (San Francisco, CA)
In 2012, Stanford students Zach Galant and Jeremy Keeshin were computer science majors and TAs for introductory classes when they noticed a trend among their peers. Many wished that they had been exposed to computer science earlier in life. In their senior year, Zach and Jeremy launched CodeHS to give middle and high schools the opportunity to provide a fun, accessible computer science education to students everywhere. CodeHS is a web-based curriculum pathway complete with teacher resources, lesson plans, and professional development opportunities. The curriculum is supplemented with time-saving teacher tools to help with lesson planning, grading and reviewing student code, and managing their classroom.
CodeHS aspires to empower all students to meaningfully impact the future, and believe that coding is becoming a new foundational skill, along with reading and writing, that allows students to further explore any interest or area of study. At the time CodeHS was founded in 2012, only 10% of high schools in America offered a computer science course. Zach and Jeremy set out to change that by providing a solution that made it easy for schools and districts to get started. With CodeHS, thousands of teachers have been trained and are teaching hundreds of thousands of students all over the world. To use CodeHS, all that’s needed is the internet and a web browser. Students can write and run their code online, and teachers can immediately see what the students are working on and how they are doing.
Amazon EC2, Amazon RDS, Amazon ElastiCache, Amazon CloudFront, and Amazon S3 make it possible for CodeHS to scale their site to meet the needs of schools all over the world. CodeHS also relies on AWS to compile and run student code in the browser, which is extremely important when teaching server-side languages like Java that powers the AP course. Since usage rises and falls based on school schedules, Amazon CloudWatch and ELBs are used to easily scale up when students are running code so they have a seamless experience.
Insight was founded in 2012 to create a new educational model, optimize hiring for data teams, and facilitate successful career transitions among data professionals. Over the last 5 years, Insight has kept ahead of market trends and launched a series of professional training fellowships including Data Science, Health Data Science, Data Engineering, and Artificial Intelligence. Finding individuals with the right skill set, background, and culture fit is a challenge for big companies and startups alike, and Insight is focused on developing top talent through intensive 7-week fellowships. To date, Insight has over 1,000 alumni at over 350 companies including Amazon, Google, Netflix, Twitter, and The New York Times.
The Data Engineering team at Insight is well-versed in the current ecosystem of open source tools and technologies and provides mentorship on the best practices in this space. The technical teams are continually working with external groups in a variety of data advisory and mentorship capacities, but the majority of Insight partners participate in professional sessions. Companies visit the Insight office to speak with fellows in an informal setting and provide details on the type of work they are doing and how their teams are growing. These sessions have proved invaluable as fellows experience a significantly better interview process and companies yield engaged and enthusiastic new team members.
An important aspect of Insight’s fellowships is the opportunity for hands-on work, focusing on everything from building big-data pipelines to contributing novel features to industry-standard open source efforts. Insight provides free AWS resources for all fellows to use, in addition to mentorships from the Data Engineering team. Fellows regularly utilize Amazon S3, Amazon EC2, Amazon Kinesis, Amazon EMR, AWS Lambda, Amazon Redshift, Amazon RDS, among other services. The experience with AWS gives fellows a solid skill set as they transition into the industry. Fellowships are currently being offered in Boston, New York, Seattle, and the Bay Area.
Check out the Insight blog for more information on trends in data infrastructure, artificial intelligence, and cutting-edge data products.
When the App Store was introduced in 2008, the founders of iTranslate saw an opportunity to be part of something big. The group of four fully believed that the iPhone and apps were going to change the world, and together they brainstormed ideas for their own app. The combination of translation and mobile devices seemed a natural fit, and by 2009 iTranslate was born. iTranslate’s mission is to enable travelers, students, business professionals, employers, and medical staff to read, write, and speak in all languages, anywhere in the world. The app allows users to translate text, voice, websites and more into nearly 100 languages on various platforms. Today, iTranslate is the leading player for conversational translation and dictionary apps, with more than 60 million downloads and 6 million monthly active users.
iTranslate is breaking language barriers through disruptive technology and innovation, enabling people to translate in real time. The app has a variety of features designed to optimize productivity including offline translation, website and voice translation, and language auto detection. iTranslate also recently launched the world’s first ear translation device in collaboration with Bragi, a company focused on smart earphones. The Dash Pro allows people to communicate freely, while having a personal translator right in their ear.
iTranslate started using Amazon Polly soon after it was announced. CEO Alexander Marktl said, “As the leading translation and dictionary app, it is our mission at iTranslate to provide our users with the best possible tools to read, write, and speak in all languages across the globe. Amazon Polly provides us with the ability to efficiently produce and use high quality, natural sounding synthesized speech.” The stable and simple-to-use API, low latency, and free caching allow iTranslate to scale as they continue adding features to their app. Customers also enjoy the option to change speech rate and change between male and female voices. To assure quality, speed, and reliability of their products, iTranslate also uses Amazon EC2, Amazon S3, and Amazon Route 53.
To get started with iTranslate, visit their website here.
Thanks for reading!
Education is our mission at the Raspberry Pi Foundation, so of course we love tools that help teachers and other educators use Raspberry Pis in a classroom setting. PiNet, which allows teachers to centrally manage a whole classroom’s worth of Pis, makes administrating a fleet of Pis easier. Set up individual student accounts, install updates and software, share files – PiNet helps you do all of this!
The new PiNet lab up and running. 30 raspberry pi 3’s running as fat clients for 600 + students. Much thanks to the PiNet team! @PiNetDev.
PiNet developer Andrew
PiNet was built and is maintained by Andrew Mulholland, who started work on this project when he was 15, and who is also one of the organisers of the Northern Ireland Raspberry Jam. Check out what he says about PiNet’s capabilities in his guest post here.
PiNet, teacher’s pet
PiNet has been available for about two years now, and the teachers using it are over the moon. Here’s what a few of them say about their experience:
We wanted a permanently set up classroom with 30+ Raspberry Pis to teach programming. Students wanted their work to be secure and backed up and we needed a way to keep the Pis up to date. PiNet has made both possible and the classroom now required little or no maintenance. PiNet was set up in a single day and was so successful we set up a second Pi room. We now have 60 Raspberry Pis which are used by our students every day. – Rob Jones, Secondary School Teacher, United Kingdom
21xRaspPi+dedicated network+PiNet server+3 geeks = success! Ready to test with a full class.
I teach Computer Science at middle school, so I have 4 classes per day in my lab, sharing 20 Raspberry Pis. PiNet gives each student separate storage space. Any changes to the Raspbian image can be done from my dashboard. We use Scratch, Minecraft Pi, Sonic Pi, and do physical computing. And when I have had issues, or have wanted to try something a little crazy, the support has been fabulous. – Bob Irving, Middle School Teacher, USA
We’re starting our music unit with @deejaydoc. My CS students are going through the @Sonic_Pi turorial on @PiNetDev.
I teach computer classes for about 600 students between the ages of 5 and 13. PiNet has really made it possible to expand our technology curriculum beyond the simple web-based applications that our Chromebooks were limited to. I’m now able to use Arduino boards to do basic physical computing with LEDs and sensors. None of this could have happened without PiNet making it easy to have an affordable, stable, and maintainable way of managing 30 Linux computers in our lab. – Caleb VinCross, Primary School Teacher, USA
More for educators
If you’re involved in teaching computing, be that as a professional or as a volunteer, check out the new free magazine Hello World, brought to you by Computing At School, BCS Academy of Computing, and Raspberry Pi working in partnership. It is written by educators for educators, and available in print and as a PDF download. And if you’d like to keep up to date with what we are offering to educators and learners, sign up for our education newsletter here.
Are you a teacher who uses Raspberry Pis in the classroom, or another kind of educator who has used them in a group setting? Tell us about your experience in the comments below.
When I was a teacher, a question I was constantly asked by curious students was, “Can you teach us how to hack?” Turning this idea on its head, and teaching the techniques behind some of our most important national cyber security measures, is an excellent way of motivating students to do good. This is why the Raspberry Pi Foundation and GCHQ have been working together to bring you exciting new resources!
More computing power with the OctaPi
You may have read about GCHQ’s OctaPi computer in Issue 58 of the MagPi. The OctaPi is a cluster computer joining together the power of eight Raspberry Pis (i.e. 32 cores) in a distributed computer system to execute computations much faster than a single Pi could perform them.
We have created a brand-new tutorial on how to build your own OctaPi at home. Don’t have eight Raspberry Pis lying around? Build a TetraPi (4) or a HexaPi (6) instead! You could even build the OctaPi with Pi Zero Ws if you wish. You will be able to run any programs you like on your new cluster computer, as it has all the software of a regular Pi, but is more powerful.
You probably use public key cryptography online every day without even realising it, but now you can use your OctaPi to understand exactly how it keeps your data safe. Our new OctaPi: public key cryptography resource walks you through the invention of this type of encryption (spoiler: Diffie and Hellman weren’t the first to invent it!). In it, you’ll also learn how a public key is created, whether a brute force attack using the OctaPi could be used to find out a public key, and you will be able to try breaking an encryption example yourself.
These resources are some our most advanced educational materials yet, and fit in with the “Maker” level of the Raspberry Pi Foundation Digital Making Curriculum. The projects are ideal for older students, perhaps those looking to study Computer Science at university. And there’s more to come: we have two other OctaPi resources in the pipeline to make use of the OctaPi’s full capabilities, so watch this space!
Post Syndicated from Alex Bate original https://www.raspberrypi.org/blog/getting-started-soldering/
In our newest resource video, Content and Curriculum Manager Laura Sach introduces viewers to the basics of soldering.
Learn the basics of how to solder components together, and the safety precautions you need to take. Find a transcript of this video in our accompanying learning resource: raspberrypi.org/learning/getting-started-with-soldering/
So sit down, grab your Raspberry Pi Zero, and prepare to be schooled in the best (and warned about the worst) practices in the realm of soldering.
Do I have to?!
Yes. Yes, you do.
If you are planning to use a Raspberry Pi Zero or Zero W, or to build something magnificent using wires, buttons, lights, and more, you’ll want to practice your soldering technique. Those of us inexperienced in soldering have been jumping for joy since the release of the Pimoroni solderless header. However, if you want to your project to progress from the ‘prototyping with a breadboard’ stage to a durable final build, soldering is the best option for connecting all its components together.
I promise it’s not hard to do, and the final result will give you a warm feeling of accomplishment…made warmer still if, like me, you burn yourself due to your inability to pay attention to instructions. (Please pay attention to the instructions.)
As Laura explains in the video, there are two types of solder to choose from for your project: the lead-free kind that requires a slightly higher temperature to melt, and the lead-containing kind that – surprise, surprise – has lead in it. Although you’ll find other types of solder, one of these two is what you want for tinkering.
In order to heat your solder and apply it to your project, you’ll need either Kryptonian heat vision* or, on this planet at least, a soldering iron. There is a variety of soldering irons available on the market, and as your making skills improve you will probably upgrade. But for now, try not to break the bank and choose an iron that’s within your budget. You may also want to ask around, as someone you know might be able to lend you theirs and help you out with your first soldering attempt.
Make sure you always solder in a well-ventilated area. Before you start, remove any small people, four-legged friends, and other trip hazards from the space and check you have everything you need close at hand.
And never forget, things get hot when you heat them! Always allow a moment for cooling before you handle your wonderful soldering efforts. I remember the first time I tried soldering a button to a Raspberry Pi and…let’s just say that I still bear the scars incured because I didn’t follow my own safety advice.
Let’s do this!
Now you’re geared up and ready to solder, follow along with Laura and fit a header to your Raspberry Pi Zero! You can also read a complete transcript of the video in our free Getting started with soldering resource.
If you use Laura’s video to help you complete a soldering project, make sure to share your final piece with us via social media using the hashtag #ThanksLauraSach.
Post Syndicated from Philip Colligan original https://www.raspberrypi.org/blog/growing-code-club/
In November 2015 we announced that the Raspberry Pi Foundation was joining forces with Code Club to give more young people the opportunity to learn how to make things with computers. In the 18 months since we made that announcement, we have more than doubled the number of Code Clubs. Over 10,000 clubs are now active, in communities all over the world.
The UK is where the movement started, and there are now an amazing 5750 Code Clubs engaging over 85,000 young people in the UK each week. The rest of the world is catching up rapidly. With the help of our regional partners, there are over 4000 clubs outside the UK, and fast-growing Code Club communities in Australia, Bangladesh, Brazil, Canada, Croatia, France, Hong Kong, New Zealand, and Ukraine. This year we have already launched new partnerships in Spain and South Korea, with more to come.
It’s fantastic to see the movement growing so quickly, and it’s all due to the amazing community of volunteers, teachers, parents, and young people who make everything possible. Thank you all!
Today, we are announcing the next stage of Code Club’s evolution. Drum roll, please…
Starting in September, we are extending Code Club to 9- to 13-year-olds.
Those in the know will remember that Code Club has, until now, been focused on 9- to 11-year-olds. So why the change?
Put simply: demand. There is a huge demand from young people for more opportunities to learn about computing generally, and for Code Club specifically. The first generations of Code Club graduates have moved on to more senior schools, and they’re telling us that they just don’t have the opportunities they need to learn more about digital making. We’ve decided to take up the challenge.
For the UK, this means that schools will be supported to set up Code Clubs for Years 7 and 8. Non-school venues, like libraries, will be able to offer their clubs to a wider age group.
Growing Code Club International
Code Club is a global movement, and we will be working with our regional partners to make sure that it is available to 9- to 13-year-olds in every community in the world. That includes accelerating the work to translate club materials into even more languages.
As part of the change, we will be expanding our curriculum and free educational resources to cater for older children and more experienced coders. Like all our educational resources, the new materials will be created by qualified and experienced educators. They will be designed to help young people build a wide range of skills and competencies, including teamwork, problem-solving, and creativity.
Our first step towards supporting a wider age range is a pilot programme, launching today, with 50 secondary schools in the UK. Over the next few months, we will be working closely with them to find out the best ways to make the programme work for older kids.
Supporting Code Club
For now, you can help us spread the word. If you know a school, youth club, library, or similar venue that could host a club for young people aged 9 to 13, then encourage them to get involved.
Lastly, I want to say a massive “thank you!” to all the organisations and individuals that support Code Club financially. We care passionately about Code Club being free for every child to attend. That’s only possible because of the generous donations and grants that we receive from so many companies, foundations, and people who share our mission to put the power of digital making into the hands of people all over the world.
Post Syndicated from Ana Visneski original https://aws.amazon.com/blogs/aws/welcome-to-the-newest-aws-community-heroes-spring-2017/
We would like to extend a very warm welcome to the newest AWS Community Heroes:
AWS Community Heroes share their knowledge and demonstrate their enthusiasm for AWS in a plethora of ways. They go above and beyond to share AWS insights via social media, blog posts, open source projects, and through in-person events, user groups, and workshops.
Mark Nunnikhoven explores the impact of technology on individuals, organizations, and communities through the lens of privacy and security. Asking the question, “How can we better protect our information?” Mark studies the world of cybercrime to better understand the risks and threats to our digital world.
As the Vice President of Cloud Research at Trend Micro, a long time Amazon Web Services Advanced Technology Partner and provider of security tools for the AWS Cloud, Mark uses that knowledge to help organizations around the world modernize their security practices by taking advantage of the power of the AWS Cloud.
He served as a System Architect for KT’s public cloud and VDI design, and led the system operation of YDOnline and Nexon Japan, one of the leading online gaming companies. Certified both as an AWS Solutions Architect – Professional and AWS DevOps Engineer – Professional, SangUk has authored AWS books, including DevOps and AWS Cloud Design Patterns, and translated four books related to the AWS Cloud.
He’s been making efforts to revitalize the local AWS Korea User Group community as co-leader by presenting at AWS Korea User Group meetings and AWS Summits, and helping to establish small group gatherings such as the AWSKRUG System Engineers in Gangnam. Also, he has done many hands-on labs and has been running a booth as a leader of the user groups at AWS events to cultivate developers and system engineers.
SangUk maintains a close relationship with the Japanese AWS User Group (JAWS UG), using his excellent Japanese communication skills and experiences in Japan. He makes every effort to participate in events held between Japanese and Korean user groups as a facilitator and translator, and will promote cross-regional communications beyond APAC going forward.
James Hall has been working in the digital sector for over a decade. He is the author of the popular jsPDF library, and is a founder/Director of Parallax, a digital agency in the UK. He’s worked as a software developer on a wide variety of projects, from LED Billboards, car unlocking apps, to large web applications and tools.
Parallax built an online recording studio for David Guetta and UEFA using Serverless technology shortly after API Gateway was released. Since then they have consulted on various serverless projects and technologies. They run the AWS Meetup in Leeds, and help companies around the world build their businesses online. James has contributed to and promotes the Serverless Framework which allows you to elegantly build web applications on top of Lambda and related services.
Drew Firment works with business leaders and technology teams from organizations that seek to accelerate cloud adoption. He has over twenty years of experience leading large-scale technology programs, enterprise platforms, and cultural transformations in a fast-paced agile environment.
After migrating Capital One’s early adopters of AWS into production, his focus shifted toward accelerating a scaleable and sustainable transition to cloud computing. Drew pioneered the intersection of strategy, governance, engineering, agile, and education to drive an enterprise-wide talent transformation. He founded Capital One’s cloud engineering college, and implemented an innovative outcome-based curriculum oriented towards learning communities. Several thousand employees have enrolled in his cloud-fluency program, enabling well over 1,000 AWS certifications since its inception.
Drew has earned all three of the AWS associate-level certifications, enjoys developing custom Amazon Alexa skills using AWS Lambda, and believes serverless is the future of cloud computing. He also serves as an advisory partner to A Cloud Guru and is editor-in-chief of the their community-sourced publication.
Please join me in welcoming to our newest AWS Community Heroes!
Post Syndicated from Alex Bate original https://www.raspberrypi.org/blog/all-seeing-pi-photo-booth/
Have you ever fancied building a Raspberry Pi photo booth? How about one with Snapchat-esque overlay filters? What if it tweeted your images to its own Twitter account for all to see?
The All Seeing Pi has seen you visiting @Raspberry_Pi Party @missphilbin #PiParty
Introducing The All-Seeing Pi
“Well, the thing I really want to say (if you haven’t already) is that this whole thing was a team build”, explains one of the resource creators, Laura Sach. “I think it would be a brilliant project to do as a team!”
The resource originally came to life at Pycon, where the team demonstrated the use of filters alongside the Camera Module in their hands-on workshops. From there, the project grew into The All-Seeing Pi, which premiered at the Bett stand earlier this year.
The All Seeing Pi has seen you, @theallseeingpi #PiatBETT #BETT2017
Build your own photo booth
To build your own, you’ll need:
- A Camera Module
- A monitor (we used a touchscreen for ours)
- Two tactile buttons (you can replace these later with bigger buttons if you wish)
- A breadboard
- Some male-female jumper leads
If you’re feeling artistic, you can also use a box to build a body for your All-Seeing Pi.
By following the worksheets within the resource, you’ll learn how to set up the Camera Module, connect buttons and a display, control GPIO pins and the camera with Python code, and how to tweet a photo.
Raspberry Pi Foundation’s free resources
We publish our resources under a Creative Commons license, allowing you to use them for free at home, in clubs, and in schools. The All-Seeing Pi resource has been written to cover elements from the Raspberry Pi Digital Curriculum. You can find more information on the curriculum here.
Post Syndicated from Alex Bate original https://www.raspberrypi.org/blog/inclusive-learning-south-london-raspberry-jam/
Raspberry Pi Certified Educator Grace Owolade-Coombes runs the fantastically inclusive South London Raspberry Jam with her son Femi. In this guest post, she gives us the low-down on how the Jam got started. Enjoy!
Our Jam has been running for over a year now; we’ve had three really big events and one smaller family hack day. Let me begin by telling you about how the idea of running a Jam arose in the first place.
Around three years ago, I read about how coding was going to be part of the curriculum in primary and secondary schools and, as a teacher in the FE sector, I was intrigued. As I also had a young and inquisitive son, who was at primary school at the time, I felt that we should investigate further.
I later attended a short course at the National STEM Learning Centre in York, during which one of the organisers told me about the Raspberry Pi Foundation; he suggested I come to a coding event back at the Centre a few weeks later with my family. We did, and Femi loved the Minecraft hack.
The first Raspberry Jam we attended was in Southend with Andy Melder and the crew: it showed us just how welcoming the Jam community can be. Then I was lucky enough to attend Picademy, which truly was a transformative experience. Ben Nuttall showed me how to tweet photographs with the Pi, which was the beginning of me using Twitter. I particularly loved Clive Beale’s physical computing workshop which I took back and delivered to Femi.
After Picademy, I tweeted that I was now a Raspberry Pi Certified Educator and immediately got a request from Dragon Hall, Convent Garden to run a workshop – I didn’t realise they meant in three days’ time! Femi and I bit the bullet and ran our first physical computing workshop together. We haven’t looked back since.
Around this time, Femi was attending a Tourettes Action support group, where young people with Tourette’s syndrome, like him, met up. Femi wanted to share his love of coding with them, but he felt that they might be put off as it can be difficult to spend extended amounts of time in public places when you have tics. He asked if we could set up a Jam that was inclusive: it would be both autism- and Tourette’s syndrome-friendly. There was such a wealth of support, advice, and volunteers who would help us set up that it really wasn’t a hard decision to make.
We were fortunate to have met Marc Grossman during the Festival of Code: with his amazing skills and experience with Code Club, we set up together. For our first Jam, we had young coding pioneers from the community, such as Yasmin Bey and Isreal Genius, to join us. We were also blessed with David Whale‘s company and Kano even did a workshop with us. There are too many amazing people to mention.
We held a six-session Code Club in Catford Library followed by a second Jam in a local community centre, focusing on robotics with the CamJam EduKit 3, as well as the usual Minecraft hacks.
Our third Jam was in conjunction with Kano, at their HQ, and included a SEN TeachMeet with Computing at School (CAS). Joseph Birks, the inventor of the Crumble, delivered a great robot workshop, and Paul Haynes delivered a Unity workshop too.
Femi often runs workshops at our Jams. We try to encourage young coders to follow in Femi’s footsteps and deliver sessions too: it works best when young people learn from each other, and we hope the confidence they develop will enable them to help their friends and classmates to enjoy coding too.
All welcome to this event in London SAT, 12 DEC 2015 AT 13:00 2nd South London Raspberry Jam 2015 Bellingham… https://t.co/TPYC9Ontot
Now we are taking stock of our amazing journey to learn about coding, and preparing to introduce it to more people. Presently we are looking to collaborate with the South London Makerspace and the Digital Maker Collective, who have invited Femi to deliver robot workshops at Tate Modern. We are also looking to progress to more project-based activities which fit with the Raspberry Pi Foundation’s Pioneers challenges.
Femi writes about all the events we attend or run: see hackerfemo.com or check out our website and sign up to our mailing list to keep informed. We are just about to gather a team for the Pioneers project, so watch out for updates.
The Cambridge office must have been very quiet last week, as staff from across the Raspberry Pi Foundation exhibited at the Bett Show 2017. Avid readers will note that at the UK’s largest educational technology event, held in London across four days, we tend to go all out. This year was no exception, as we had lots to share with you!
It was hugely exciting to help launch Hello World, our latest joint publication with Computing At School (CAS), part of BCS, the Chartered Institute for IT, and sponsored by BT. I joined our CEO Philip Colligan, contributing editor Miles Berry, and Raspberry Pi Certified Educator Ian Simpson on stage in the Bett arena to share our thoughts on computing curriculums around the world, and the importance of sharing good teaching.
In our area of the STEAM village, where we had four pods and a workshop space, the team handed copies out in their thousands to eager educators interested in digital making, computing, and computer science. If you weren’t able to get your hands on a copy, don’t worry; you can download a free digital PDF and educators can subscribe to get this year’s three issues delivered, completely free of charge, to their door.
Sharing the Code Club love
Thanks to the support of some enthusiastic young people and our Code Club regional coordinators, we ran our first ever Code Club at Bett on Saturday.
Massive thanks to @TheChallenge_UK @CodeClub volunteers for helping @Raspberry_Pi out at #Bett2017 today 🙂
There was a great turnout of educators and their children, who all took part in a programming activity, learning just what makes Code Club so special. With activities like this, you can see why there are 5,000 clubs in the UK and 4,000 in the rest of the world!
Here’s @ben_nuttall enjoying our @CodeClub keepy uppy game… https://t.co/bmUAvyjndT
Let’s be honest: exhibitions and conferences are all about the free swag. (I walked away with a hoodie, polo shirt, and three highlighter pens.) We think we had the best offering: free magazines and classroom posters!
It’s our the final day of #Bett2017! Pop over to STEAM village to see the Code Club team & get your hands on our coveted posters! #PiAtBett
We love interacting with people and we’re passionate about making things, so we helped attendees make their very own LED badge that they could keep. It was so popular that after it has had a few tweaks, we’ll will make it available for you to download and use in class, after-school clubs, and Raspberry Jams!
The ‘All Seeing Pi‘ kept an eye on attendees passing by that we may have missed, using comedy moustaches to lure them in. We’ve enjoyed checking out its Twitter account to see the results.
Speaking from the heart
The STEAM village was crammed with people enjoying all our activities, but that’s not all; we even found time to support our educator community to give talks about their classroom practice on stage. One of the highlights was seeing three of our Certified Educators, along with their class robots, sharing their journey and experience on a panel chaired by Robot Wars judge and our good friend, Dr Lucy Rogers.
Well done @Raspberry_Pi for such a good turn out yesterday! Keep up the good work at your stand in STEAM Village.
A royal visit
We were excited to be visited by a very special attendee, our patron the Duke of York, who spent time meeting the team, learned more about our programmes, and discussed teacher training with me.
Thanks to everyone who visited, supported, and got involved with us. We ran 43 workshops and talks on our stand, handed out 2,000 free copies of Hello World and 400 Code Club posters, caught 100 comedy faces with the All-Seeing Pi, gave 5 presentations on Bett stages, took 5,000 pictures on our balloon cam, and ran 1 Code Club and 1 Raspberry Jam, across 4 days at the Bett show.
Time Lapse from the Bett Show, London (2017)