A Spinner in Android provides a quick way to choose from a set of options. We have added a Spinner to App Inventor 2, and it's super easy to use. Have a look at the following video to find out how.
Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
Monday, May 19, 2014
App Inventor 2 ListView component
The existing ListPicker allows to generate a series of choices to let the user decide which one to choose; for this, it creates a new Screen (or activity). The new ListView component works in the same way, with an almost identical API, but it does not create an additional screen, so you can embed your data within the Screen you are working on. The following video explains the basics of ListView in App Inventor 2.
Date and Time pickers in App Inventor 2
IMPORTANT UPDATE: There has been an upgrade to the Component and now it returns 1 = January and 12 = December for the Month property.
We have added two very simple widgets to App Inventor 2 (note they won't be added to App Inventor 1, but if you cherry pick the commit to the AI1 branch, it should work too). Date picker and Time picker are really easy to use, as you can see in this video:
We have added two very simple widgets to App Inventor 2 (note they won't be added to App Inventor 1, but if you cherry pick the commit to the AI1 branch, it should work too). Date picker and Time picker are really easy to use, as you can see in this video:
Sunday, May 18, 2014
MIT App Inventor: Enabling Personal Mobile Computing
A few months ago Shay Pokress and I submitted a paper for the PROMOTO2013 workshop at SPLASHCONF13. The paper got accepted and I got to go to Indiana to do a tool demo for App Inventor and present a poster too. This is the slide deck used at the conf:
Saturday, May 17, 2014
App Inventor - Related Research
This is another slide deck from an MIT 6.S198 lecture, this time about EdTech in general, and more specifically about the many research influences that App Inventor and other similar systems share.
If you want to know more about the class, feel free to browse (and use, reuse, redistribute, improve, and so forth!) the materials linked from the class' calendar.
If you want to know more about the class, feel free to browse (and use, reuse, redistribute, improve, and so forth!) the materials linked from the class' calendar.
Friday, May 16, 2014
JavaScript for Developers @MIT 6.S198 - Fall 13
As part of the App Inventor class we run last semester at MIT, I prepared (or I should say rehashed, cause I had used this same material before for training) this presentation about JavaScript for developers familiar with other programming languages.
If this is of interest to you, you can consult the calendar and all materials for the class here.
If this is of interest to you, you can consult the calendar and all materials for the class here.
Friday, September 30, 2011
the busiest September in years!
This has certainly been the busiest September for me in many many years. I can even say the busiest in my life.
After finishing August in a high note with the Ruby Ireland Rails 3.1 launch party, September started with a Ruby Project night in amworks in which we were working a bit on Conway's Game of Life.
The following week two events took place, on the Tuesday the dublinjs meetup with a fantastic backbone.js presentation by David and a kata by Wiktor, and on the Saturday I had the privilege to co-organise and co-facilitate the first code retreat in Dublin (and in Ireland as far as I know!).
If that was not enough, on Sunday I took a flight to Madrid to attend XPWeek. The Monday was a full day of talks, and the rest of the week I attended the TDD courses by Carlos Ble.
I have posts coming about some of these events so won't go into details here, but all the events were absolutely fantastic!
We have also been pushing a new release of Open Wonderland for a while and I think there will be some juicy news out very soon, which is very exciting!
And tomorrow, 1st of October I will certainly not be missing the SocketStream session that the AOL Dublin guys are preparing. That is if this stupid cold I've been nursing since I'm back in Ireland allows me to get out of bed!
After finishing August in a high note with the Ruby Ireland Rails 3.1 launch party, September started with a Ruby Project night in amworks in which we were working a bit on Conway's Game of Life.
The following week two events took place, on the Tuesday the dublinjs meetup with a fantastic backbone.js presentation by David and a kata by Wiktor, and on the Saturday I had the privilege to co-organise and co-facilitate the first code retreat in Dublin (and in Ireland as far as I know!).
If that was not enough, on Sunday I took a flight to Madrid to attend XPWeek. The Monday was a full day of talks, and the rest of the week I attended the TDD courses by Carlos Ble.
I have posts coming about some of these events so won't go into details here, but all the events were absolutely fantastic!
We have also been pushing a new release of Open Wonderland for a while and I think there will be some juicy news out very soon, which is very exciting!
And tomorrow, 1st of October I will certainly not be missing the SocketStream session that the AOL Dublin guys are preparing. That is if this stupid cold I've been nursing since I'm back in Ireland allows me to get out of bed!
Thursday, August 4, 2011
Open Wonderland OurBricks module Preview 2
Another update on the OurBricks module to use within Open Wonderland. This time you can see the process end to end.
There are still a few glitches in the UI, not being very responsive, and the OurBricks API is likely to change in the near future as it is in active development, but the prototype is working now, as you can see in the video.
If you want to play with the sources you can find them in my github account.
There are still a few glitches in the UI, not being very responsive, and the OurBricks API is likely to change in the near future as it is in active development, but the prototype is working now, as you can see in the video.
If you want to play with the sources you can find them in my github account.
Tuesday, August 2, 2011
Open Wonderland OurBricks module Preview
I've been working for the last couple of weeks in a new module that will eventually allow the loading of 3D models from the OurBricks collection directly from within Open Wonderland.
The module is in a very early stage and we are collaborating with the guys at OurBricks to get it finalised as soon as possible, but for now you can see the progress (search functionality) in the following video:
As usual, you can find the source code in my github account. Feel free to clone and change. Pull requests always welcome!
Update: Just got a couple of models imported; a bike and an aircraft, as can be seen in the following screenshot:
The module is in a very early stage and we are collaborating with the guys at OurBricks to get it finalised as soon as possible, but for now you can see the progress (search functionality) in the following video:
As usual, you can find the source code in my github account. Feel free to clone and change. Pull requests always welcome!
Update: Just got a couple of models imported; a bike and an aircraft, as can be seen in the following screenshot:
 |
| Models from OurBricks.com |
Thursday, July 28, 2011
Hackerspace and Formal education discussion at Dublin GTUG
After some great responses to the hackerspace and formal education discussion at the monthly Dublin GTUG meet up I would like to make a few comments on the topic.
I don't want to be controversial but I do have to be a bit critical of the event for the very reason Seán mentions: A panel in which 4 out of 5 participants (plus the host) are clearly on one side, and the reamining participant doesn't take sides, can not generate much discussion. On top of that, if you frame it within a local group meetup, where at least a 90% of the people are also going to be on the hackerspace side... well, what can I say?
And don't get me wrong, I really enjoyed the session and I think some very good points were brought up but it would be very interesting to hear some arguments from the other side. Not only from an academic point of view, but running a hackerspace within a college (as it seems to be one of the suggestions) carries a lot of administrative issues such as access to the space, who pays for stuff and how that affects group dynamics (seems like at least the Dublin hackerspace guys prefer to stay away from external funding), who is responsible and liable in the case of anything bad happening, and so on. There are a bunch of issues that we missed out on because there was no one there to expose them.
A point that was fairly commented on was assessment, which is (in my opinion) the hardest topic in education, and (again in my opinion) the one that should be the focus of all potential integration of hackerspaces and formal education.
I am all for innovative and creative educational experiences but SADLY students are still evaluated in isolation and in an environment where collaboration is considered cheating.
This needs changing but hackerspaces only provide for the first part of the equation and assessment is not even an issue. Or is it?
I'd say that there is always assessment in all kind of social interactions. You are obviously not going to be awarded a degree in your hackerspace but there are other kinds of peer review and recognition patterns going on. More active members will become part of the organisation, running courses and leading events, or getting praise and recognition for the pieces they hack together. That peer recognition is obviously enough to motivate involvement with the community so could we use that as a basis for more formal assessment? I would like to hear the thoughts of academics on this (although I might not like what I hear back!).
The panel mentioned ditching standardised tests in favour of a viva after 4 years undergrad, bringing the post-graduate model into undergrad. I'd be happy with that too.
I would also like to comment on a couple of points about formal education that I felt (personal opinion) that were not all that fair. We've all seen Sir Ken Robinson's TED talks and RSA video many times and know that education is rotten but universities can also be places for innovation and fun stuff; you can see it around any postgrad lab where people are given the freedom to work on what they are more interested in. It was mentioned that students coming from a hackerspace background can do really creative projects so it is unfair to say that that does not happen.
Another comment from the host I would like to point out is that he mentioned his disappointment after entering a university classroom not long ago and seeing a waterfall model in a whiteboard (or a similar situation).
I'd say there is nothing wrong with studying waterfall this day and age. The real problem would be if the topic ended there and no other alternatives were discussed. I bring up this because I think in our field (talking about software development) we don't pay enough attention to the past and we are therefore bound to repeat the same mistakes. This is why classic books such as The Mythical Man-Month or The Psychology of Computer Programming remain very much current, even though they were written many years before about half of the audience at the discussion where even born!
Another fair point made by the panel was the big gap between education and the workplace, which funnily enough is my research topic. I still don't have a solution for that, but as soon as I get it sorted you'll be the first ones to know... yeah, that's supposed to be a joke. A bad one. I know.
So as Seán mentions there are a lot of unaswered questions and I would like to bring up another one here: If we are all in the hackerspace side... why are we all still getting degrees?
All panellist have degrees, are working towards one (or more), or expecting to get enough points to get into one.
John Looney mentioned that Google hires people with no degrees (about a 10% of current staff if I heard correctly?) so why are we still going through the pain of getting one?
(Lecturer) Mark described the process as something like yearly semaphores that are used to sort people into groups and keep them entertained for a while. Is the social pressure worth all that pain?
It was very funny to hear one of the guys from 091 Labs in Galway commenting on the Irish mums effect, that can affect how courses can be considered good or bad.
And talking about mums, wouldn't it be nice that instead of being proud of their kid's degrees they'd be proud of their kids spending all evenings at the local hackerspace? Can we make that happen?
As a personal note, I would like to add that I completely disagree with the comments about free education filling up lecture theatres with people that somehow do not deserve being there.
I would hope we could focus on challenging those fake social needs that equate having a degree with being 'someone'. In that case only people with a real interest would go to college, regardless of their parents (or themselves) having the money (or not) to pay for fees.
Utopian? yes, and almost as unachievable as teaching kids IT skills (Coder Dojo, computer club house, Camara), getting people to build stuff (TOG, 091labs Nexus, Milklabs), or creating great software and communities through volunteer work (Apache Foundation, GNU OS, P2PU, Open Wonderland).
I don't want to be controversial but I do have to be a bit critical of the event for the very reason Seán mentions: A panel in which 4 out of 5 participants (plus the host) are clearly on one side, and the reamining participant doesn't take sides, can not generate much discussion. On top of that, if you frame it within a local group meetup, where at least a 90% of the people are also going to be on the hackerspace side... well, what can I say?
And don't get me wrong, I really enjoyed the session and I think some very good points were brought up but it would be very interesting to hear some arguments from the other side. Not only from an academic point of view, but running a hackerspace within a college (as it seems to be one of the suggestions) carries a lot of administrative issues such as access to the space, who pays for stuff and how that affects group dynamics (seems like at least the Dublin hackerspace guys prefer to stay away from external funding), who is responsible and liable in the case of anything bad happening, and so on. There are a bunch of issues that we missed out on because there was no one there to expose them.
A point that was fairly commented on was assessment, which is (in my opinion) the hardest topic in education, and (again in my opinion) the one that should be the focus of all potential integration of hackerspaces and formal education.
I am all for innovative and creative educational experiences but SADLY students are still evaluated in isolation and in an environment where collaboration is considered cheating.
This needs changing but hackerspaces only provide for the first part of the equation and assessment is not even an issue. Or is it?
I'd say that there is always assessment in all kind of social interactions. You are obviously not going to be awarded a degree in your hackerspace but there are other kinds of peer review and recognition patterns going on. More active members will become part of the organisation, running courses and leading events, or getting praise and recognition for the pieces they hack together. That peer recognition is obviously enough to motivate involvement with the community so could we use that as a basis for more formal assessment? I would like to hear the thoughts of academics on this (although I might not like what I hear back!).
The panel mentioned ditching standardised tests in favour of a viva after 4 years undergrad, bringing the post-graduate model into undergrad. I'd be happy with that too.
I would also like to comment on a couple of points about formal education that I felt (personal opinion) that were not all that fair. We've all seen Sir Ken Robinson's TED talks and RSA video many times and know that education is rotten but universities can also be places for innovation and fun stuff; you can see it around any postgrad lab where people are given the freedom to work on what they are more interested in. It was mentioned that students coming from a hackerspace background can do really creative projects so it is unfair to say that that does not happen.
Another comment from the host I would like to point out is that he mentioned his disappointment after entering a university classroom not long ago and seeing a waterfall model in a whiteboard (or a similar situation).
I'd say there is nothing wrong with studying waterfall this day and age. The real problem would be if the topic ended there and no other alternatives were discussed. I bring up this because I think in our field (talking about software development) we don't pay enough attention to the past and we are therefore bound to repeat the same mistakes. This is why classic books such as The Mythical Man-Month or The Psychology of Computer Programming remain very much current, even though they were written many years before about half of the audience at the discussion where even born!
Another fair point made by the panel was the big gap between education and the workplace, which funnily enough is my research topic. I still don't have a solution for that, but as soon as I get it sorted you'll be the first ones to know... yeah, that's supposed to be a joke. A bad one. I know.
So as Seán mentions there are a lot of unaswered questions and I would like to bring up another one here: If we are all in the hackerspace side... why are we all still getting degrees?
All panellist have degrees, are working towards one (or more), or expecting to get enough points to get into one.
John Looney mentioned that Google hires people with no degrees (about a 10% of current staff if I heard correctly?) so why are we still going through the pain of getting one?
(Lecturer) Mark described the process as something like yearly semaphores that are used to sort people into groups and keep them entertained for a while. Is the social pressure worth all that pain?
It was very funny to hear one of the guys from 091 Labs in Galway commenting on the Irish mums effect, that can affect how courses can be considered good or bad.
And talking about mums, wouldn't it be nice that instead of being proud of their kid's degrees they'd be proud of their kids spending all evenings at the local hackerspace? Can we make that happen?
As a personal note, I would like to add that I completely disagree with the comments about free education filling up lecture theatres with people that somehow do not deserve being there.
I would hope we could focus on challenging those fake social needs that equate having a degree with being 'someone'. In that case only people with a real interest would go to college, regardless of their parents (or themselves) having the money (or not) to pay for fees.
Utopian? yes, and almost as unachievable as teaching kids IT skills (Coder Dojo, computer club house, Camara), getting people to build stuff (TOG, 091labs Nexus, Milklabs), or creating great software and communities through volunteer work (Apache Foundation, GNU OS, P2PU, Open Wonderland).
Saturday, June 18, 2011
SICP -- Starting with the P2PU study group
We have finally started with the SICP study group and I'm delighted to put some time into it. For once, I will focus all my effort and free time to work through and enjoy this fantastic book.
The goal of the group is to finish one section every second week, which gives us 6 weeks for the first chapter. Some people might think that 6 weeks is a lot but to be honest, at least for me, with a full time job, a part time PhD to work on, and all the normal social commitments, it's not that much time. So let's get cracking!
I decided to go back a re-watch the first bunch of MIT SICP lectures as it's been a while since I got around to see them first. I always have this funny and a bit weird feeling when I start watching one because for a moment I feel like I am watching an 80's sitcom or something similar. I'm probably just being silly but it always makes me smile!
The lecture series starts with Harold Abelson ranting a bit about the term Computer Science not being a very good one when it's not a real science, or even about computers. I do agree with him but if you want to know more about the subject you will have to watch it for yourself.
More interesting are his comments about the distinction between declarative or descriptive knowledge and imperative or procedural knowledge. Procedural knowledge or 'Know-How' can be directly applied to a task, whilst declarative knowledge tells us about truth. His example for this is the fact that the square root of a number can be expressed in the form of a mathematic equation(descriptive), compared to a way or algorithm to finding that square root through approximation (imperative).
He also explains that although you can learn most of the LISP language (its rules anyway!) in a short lecture, that does not make you a good user of the language. He compares it to learning the rules of chess and being a good chess player; you need the rules to play, but the rules do not make you any good at it. So you need to embed yourself in the context and the experience, and the techniques to do so are the topic of the course.
In Abelson's words, programming is all about managing complexity, and the techniques in this course will allow you to do so.
The lectures are divided into three main topics which do not correspond to the five sections of my book (my edition is from 1996), but that can be easily correlated, or so I think.
The parts discussed in the lectures are:
- Black-box Abstraction: I guess this will be chapters 1 and 2, building abstractions with procedures/data.
- Conventional Interfaces: I'd say this is chapter 3: Modularity, Objects, and State.
- Metalinguistic Abstractions: This is chapter 4, of the same title.
The fifth chapter of the book about Register Machines does not seem to be in the lectures, but I couldn't tell right now cause I have yet to watch them all.
And that is all for now. I will spend another couple of hours later this evening working through the book and preparing the meeting for tomorrow Sunday at 7pm GMT, 3pm EST. Meetings happen on the #sicp channel on freenode IRC and everybody is welcome!!!
The goal of the group is to finish one section every second week, which gives us 6 weeks for the first chapter. Some people might think that 6 weeks is a lot but to be honest, at least for me, with a full time job, a part time PhD to work on, and all the normal social commitments, it's not that much time. So let's get cracking!
I decided to go back a re-watch the first bunch of MIT SICP lectures as it's been a while since I got around to see them first. I always have this funny and a bit weird feeling when I start watching one because for a moment I feel like I am watching an 80's sitcom or something similar. I'm probably just being silly but it always makes me smile!
The lecture series starts with Harold Abelson ranting a bit about the term Computer Science not being a very good one when it's not a real science, or even about computers. I do agree with him but if you want to know more about the subject you will have to watch it for yourself.
More interesting are his comments about the distinction between declarative or descriptive knowledge and imperative or procedural knowledge. Procedural knowledge or 'Know-How' can be directly applied to a task, whilst declarative knowledge tells us about truth. His example for this is the fact that the square root of a number can be expressed in the form of a mathematic equation(descriptive), compared to a way or algorithm to finding that square root through approximation (imperative).
He also explains that although you can learn most of the LISP language (its rules anyway!) in a short lecture, that does not make you a good user of the language. He compares it to learning the rules of chess and being a good chess player; you need the rules to play, but the rules do not make you any good at it. So you need to embed yourself in the context and the experience, and the techniques to do so are the topic of the course.
In Abelson's words, programming is all about managing complexity, and the techniques in this course will allow you to do so.
The lectures are divided into three main topics which do not correspond to the five sections of my book (my edition is from 1996), but that can be easily correlated, or so I think.
The parts discussed in the lectures are:
- Black-box Abstraction: I guess this will be chapters 1 and 2, building abstractions with procedures/data.
- Conventional Interfaces: I'd say this is chapter 3: Modularity, Objects, and State.
- Metalinguistic Abstractions: This is chapter 4, of the same title.
The fifth chapter of the book about Register Machines does not seem to be in the lectures, but I couldn't tell right now cause I have yet to watch them all.
And that is all for now. I will spend another couple of hours later this evening working through the book and preparing the meeting for tomorrow Sunday at 7pm GMT, 3pm EST. Meetings happen on the #sicp channel on freenode IRC and everybody is welcome!!!
Saturday, March 20, 2010
Open Wonderland, Marbleous module
This is me playing about with the physics simulation marbleous for open wonderland.
An extract from the description: "Marbleous simulates a ball rolling down a track. You can reconfigure the track and also play back the animation using a timeline slider to inspect the values for velocity, acceleration, potential and kinetic energy at any moment in time".
It took a couple of attempts to get it right but it is so much fun, you should give it a go!
Friday, March 27, 2009
Virtual Worlds : Best Practices in Education -- Conference
Just a quick note to remind you that the conference starts today and it will be running till Saturday in different virtual locations. Schedule here. If anyone wants to attend but needs orientation, just give me a shout. I'll be glad to help!
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