Schlagwort: Futurelearn

  • Learn how to teach computing to 5- to 11-year-olds

    Learn how to teach computing to 5- to 11-year-olds

    Reading Time: 3 minutes

    Introducing children to computing concepts from a young age can help develop their interest and attachment to the subject. While parents might wonder what the best tools and resources are for this, primary and K1–5 educators also need to know what approaches work with their learners.

    Girls writing programs on their computers.

    ‘Teaching computing to 5- to 11-year-olds’ is one of the new course pathways we’ve designed to help educators spark young people’s interest in the subject. Our online courses are made by a team of writers, videographers, illustrators, animators, copy editors, presenters, and subject matter experts. They work together over months of production to create high-quality educational video content for participants all over the world.

    This course pathway offers advice and practical activities to: 

    • Support young people to create and solve problems with technology
    • Promote the relevance of computing in young people’s lives
    • Create inclusive learning experiences   

    Our new course pathway for primary educators  

    The nine courses included give you a comprehensive understanding of teaching computing to younger learners (5- to 11-year-olds). All the courses have been written by a team of subject matter experts, education professionals, and teachers. Some of the courses cover a specific topic, such as programming or physical computing, while others help educators reflect on their teaching practice

    Child using Scratch on a laptop.
    With Scratch, young people can learn how to program their own games, animations, stories, and more!

    All of the courses include a range of ideas to use in your own programming sessions. The activities will help you to introduce concepts like computer networks and the internet to young learners in a relatable way. There are also activities to help learners progress within a topic, such as moving from a block-based programming language like Scratch to a text-based one like Python.      

    What will I gain from the courses? 

    The courses are an opportunity to: 

    • Discover new computing activities
    • Get support from our team of course facilitators
    • Meet other educators from around the world!  

    Do I need any previous experience with computing?

    These courses will give you everything you need to teach computing to young learners. No computing experience is required. 

    There is also no specific order in which you need to complete the courses. We want educators to complete the courses in an order that makes sense to them.

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    If you are new to teaching computing, ‘Get started teaching computing in primary schools’ is the place to start. The four-week course will encourage you to think about why it’s important for your learners to build their understanding around computing. You’ll discover how to support learners to become digital makers who can use technology to solve problems. Everyone who registers on the course will have access to an action plan to help implement what they have learnt into their teaching practice.            

    Who is the pathway for? 

    These are free courses for anyone, anywhere, who is interested in teaching young people about computing. 

    A teacher aids children in the classroom

    How much time will I spend on each course? 

    All of the courses take between two and four weeks to complete, based on participants spending two hours a week on a course. You will have free access to each course for the length of time it takes to complete it. For example, if it’s a two week course, like ‘Creating an inclusive classroom: approaches to supporting learners with SEND in computing’, you will have two weeks of free access to the course. 

    Discover what you could learn with ‘Teaching computing to 5- to 11-year-olds’ today.

    Website: LINK

  • How do we create engaging online courses for computing educators?

    How do we create engaging online courses for computing educators?

    Reading Time: 6 minutes

    With our online courses programme, launched in 2017, we made it our mission to provide computing educators with the best possible free training we can design. Five years on, here are some of the key stats about the courses’ impact:

    • We’ve produced and launched 35 free online courses 
    • We’ve created over 650 educational course videos 
    • More than 234,000 learners have participated in the courses
    • Over 19,000 teachers in England have participated through the National Centre for Computing Education
    A teacher attending Picademy laughs as she works through an activity

    Designed and created in-house, each and every course is a real cross-team effort that involves a lot of careful planning and a number of different stages. Here we’re taking you behind the scenes to show you how we make our courses, introduce you to the people involved, and explain how we ensure our courses are of high quality.

    But first, here’s some quick answers to questions you may have:

    Our free online courses — key questions answered

    What are the courses? 

    They are online training courses to help you learn about computing and computing education. The courses are hosted on the FutureLearn website. They are asynchronous, meaning you can take them whenever and wherever you want.

    Are the courses free?

    Yes! All our courses are free when you sign up for time-limited access, which gives you full access to the learning materials for the complete course duration. FutureLearn also has a paid-for ‘unlimited’ option, where you receive a certificate for each course you take.

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    Are the courses right for me? 

    They are aimed at educators, particularly classroom teachers, but they are also beneficial to anyone who wants to learn more about computing.

    How long does a course take?

    To help you structure your learning, our courses are divided into three or four weeks, but it’s up to you how quickly you work through them. You can complete a course in one afternoon, or spread your learning out and study for 30 minutes a day over three or four weeks. This flexibility makes it easy to fit a course into a busy schedule. 

    How can I access the courses?

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    What goes into creating an engaging online course?

    Creating our online courses is a team effort involving writers, videographers, illustrators, animators, copy editors, presenters, and subject matter experts working together over months of production. The entire process is guided by our online course producers, Martin O’Hanlon, Ross Exton, and Michael Conterio, who know a thing or two about creating high-quality learning experiences. We spoke to them about what it takes to create an engaging course. 

    The educators working at the Raspberry Pi Foundation.
    The educators at the Raspberry Pi Foundation. On screen: Ross Exton. Left to right in person: Michael Conterio, Martin O’Hanlon.

    Hi guys. You’ve created courses on a wide range of computing subjects. How do you decide what the focus of your next course is going to be?

    Martin: We are driven by the needs of teachers. “What are teachers telling us they want to learn? Or what are the gaps in the curriculum where our learners need additional support?”

    For example, our Introduction to Machine Learning and AI course was introduced as a result of feedback from teachers that while the subject wasn’t necessarily on the curriculum, they felt underprepared to answer questions from students or provide context when teaching other topics.

    A woman holds up a Raspberry Pi computer in front of a laptop screen.

    How do you then go about planning it out and turning that plan into an actual course structure?

    Michael: Working with the course authors, we’ll generally agree on the big topics we want to cover or questions that we want to answer. We’ll often also have individual elements that we want to fit in somewhere, for example an activity involving making a learning resource more accessible. From there it’s a case of taking the bigger topics and working out how we can split them up into smaller chunks, until we get down to individual learning activities.

    Ross: But then we’ll end up shuffling things around until we are happy — not only that we’ve got everything that we wanted to cover, but that the overall structure makes sense. We often talk about the ‘narrative’ of a course.

    What is your approach to pedagogy in online courses?

    Martin: At the Raspberry Pi Foundation we have a set of 12 pedagogy principles that we use through our learning resources (including online courses). We take particular care to lead with concepts, model processes, and activities; add variety for our learners; and include opportunities to create projects. 

    The Raspberry Pi Foundation's 12 principles of computing pedagogy: lead with concepts; structure lessons; make concrete; unplug, unpack, repack; work together; read and explore code first; foster program comprehension; model everything; challenge misconceptions; create projects; get hands-on; add variety.
    Learn more about the 12 principles in the free special edition of Hello World, The Big book of Computing Pedagogy, downloadable in PDF format.

    Can you tell us about some of the pitfalls with course writing that you’ve learned along the way?

    Michael: Because the learner is not present, you have to be incredibly precise with instructions as you can’t help learners directly as they are working through the content. And even if you think something is obvious, it’s easy for learners to accidentally miss an instruction, so it’s generally good to try to keep them together rather than spread out.

    Martin: Luckily, it is often possible to tell from comments that learners have shared when something is hard to understand so we can improve future runs of the course.

    How important is the media you add to the courses, like animations and videos? What is the process for creating this type of content?

    Ross: It’s essential! It brings the abstract concepts of computing to life. The media in our courses helps our learners to visualise the ideas we’re presenting in ways that are engaging and relatable. 

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    As we’re writing the course, we capture every creative idea that will best support our learners in gaining the knowledge and skills that they need. From ‘how-to’ guides with live coding, to physical computing demonstrations, or animations of robots, we think carefully about each image and video and how we’re not just telling the learner something, but showing them.

    We then work with a brilliantly talented team of illustrators, animators, videographers, and presenters to create all of that media. 

    A videographer preparing to film a course presenter.
    And… action! We film all the video content for courses in-house, working closely with the educators who present the content.

    There are lots of opportunities for social learning within the courses. Can you explain more about its importance and how we integrate it?

    Ross: Social learning is a really important part of our online courses experience. Over the past year we have made significant investment to make it easier for participants to share programs they’ve written as part of their learning, for example, and for facilitators to provide support.

    Martin: It is important people have the opportunity to share their learning with others. This is something often lost when taking an online course and it can feel like you are ‘on your own’. 

    In the Raspberry Pi Foundation’s online courses learners are given the opportunity to ask questions, share what they have created, and provide their own insight in the comments. Educators from the Foundation facilitate the courses — responding to comments and providing advice is a big part of what they do.

    Thank you Martin, Michael, and Ross. 

    What new online course would you like us to create? Tell us in the comments below.

    The post How do we create engaging online courses for computing educators? appeared first on Raspberry Pi.

    Website: LINK

  • Learn the fundamentals of AI and machine learning with our free online course

    Learn the fundamentals of AI and machine learning with our free online course

    Reading Time: 5 minutes

    Join our free online course Introduction to Machine Learning and AI to discover the fundamentals of machine learning and learn to train your own machine learning models using free online tools.

    Drawing of a machine learning robot helping a human identify spam at a computer.

    Although artificial intelligence (AI) was once the province of science fiction, these days you’re very likely to hear the term in relation to new technologies, whether that’s facial recognition, medical diagnostic tools, or self-driving cars, which use AI systems to make decisions or predictions.

    By the end of this free, online, self-paced course, you will have an appreciation for what goes into machine learning and artificial intelligence systems — and why you should think carefully about what comes out.

    Machine learning — a brief overview

    You’ll also often hear about AI systems that use machine learning (ML). Very simply, we can say that programs created using ML are ‘trained’ on large collections of data to ‘learn’ to produce more accurate outputs over time. One rather funny application you might have heard of is the ‘muffin or chihuahua?’ image recognition task.

    Drawing of a machine learning ars rover trying to decide whether it is seeing an alien or a rock.

    More precisely, we would say that a ML algorithm builds a model, based on large collections of data (the training data), without being explicitly programmed to do so. The model is ‘finished’ when it makes predictions or decisions with an acceptable level of accuracy. (For example, it rarely mistakes a muffin for a chihuahua in a photo.) It is then considered to be able to make predictions or decisions using new data in the real world.

    It’s important to understand AI and ML — especially for educators

    But how does all this actually work? If you don’t know, it’s hard to judge what the impacts of these technologies might be, and how we can be sure they benefit everyone — an important discussion that needs to involve people from across all of society. Not knowing can also be a barrier to using AI, whether that’s for a hobby, as part of your job, or to help your community solve a problem.

    some things that machine learning and AI systems can be built into: streetlamps, waste collecting vehicles, cars, traffic lights.

    For teachers and educators it’s particularly important to have a good foundational knowledge of AI and ML, as they need to teach their learners what the young people need to know about these technologies and how they impact their lives. (We’ve also got a free seminar series about teaching these topics.)

    To help you understand the fundamentals of AI and ML, we’ve put together a free online course: Introduction to Machine Learning and AI. Over four weeks in two hours per week, learning at your own pace, you’ll find out how machine learning can be used to solve problems, without going too deeply into the mathematical details. You’ll also get to grips with the different ways that machines ‘learn’, and you will try out online tools such as Machine Learning for Kids and Teachable Machine to design and train your own machine learning programs.

    What types of problems and tasks are AI systems used for?

    As well as finding out how these AI systems work, you’ll look at the different types of tasks that they can help us address. One of these is classification — working out which group (or groups) something fits in, such as distinguishing between positive and negative product reviews, identifying an animal (or a muffin) in an image, or spotting potential medical problems in patient data.

    You’ll also learn about other types of tasks ML programs are used for, such as regression (predicting a numerical value from a continuous range) and knowledge organisation (spotting links between different pieces of data or clusters of similar data). Towards the end of the course you’ll dive into one of the hottest topics in AI today: neural networks, which are ML models whose design is inspired by networks of brain cells (neurons).

    drawing of a small machine learning neural network.

    Before an ML program can be trained, you need to collect data to train it with. During the self-paced course you’ll see how tools from statistics and data science are important for ML — but also how ethical issues can arise both when data is collected and when the outputs of an ML program are used.

    By the end of the course, you will have an appreciation for what goes into machine learning and artificial intelligence systems — and why you should think carefully about what comes out.

    Sign up today to take the course for free

    The Introduction to Machine Learning and AI course is open for you to sign up to now. Sign-ups will pause after 12 December. Once you sign up, you’ll have access for six weeks. During this time you’ll be able to interact with your fellow learners, and before 25 October, you’ll also benefit from the support of our expert facilitators. So what are you waiting for?

    Share your views as part of our research

    As part of our research on computing education, we would like to find out about educators’ views on machine learning. Before you start the course, we will ask you to complete a short survey. As a thank you for helping us with our research, you will be offered the chance to take part in a prize draw for a £50 book token!

    Learn more about AI, its impacts, and teaching learners about them

    To develop your computing knowledge and skills, you might also want to:

    If you are a teacher in England, you can develop your teaching skills through the National Centre for Computing Education, which will give you free upgrades for our courses (including Introduction to Machine Learning and AI) so you’ll receive certificates and unlimited access.

    Website: LINK

  • Learn the fundamentals of AI and machine learning with our free online course

    Learn the fundamentals of AI and machine learning with our free online course

    Reading Time: 5 minutes

    Join our free online course Introduction to Machine Learning and AI to discover the fundamentals of machine learning and learn to train your own machine learning models using free online tools.

    Drawing of a machine learning robot helping a human identify spam at a computer.

    Although artificial intelligence (AI) was once the province of science fiction, these days you’re very likely to hear the term in relation to new technologies, whether that’s facial recognition, medical diagnostic tools, or self-driving cars, which use AI systems to make decisions or predictions.

    By the end of this free, online, self-paced course, you will have an appreciation for what goes into machine learning and artificial intelligence systems — and why you should think carefully about what comes out.

    Machine learning — a brief overview

    You’ll also often hear about AI systems that use machine learning (ML). Very simply, we can say that programs created using ML are ‘trained’ on large collections of data to ‘learn’ to produce more accurate outputs over time. One rather funny application you might have heard of is the ‘muffin or chihuahua?’ image recognition task.

    Drawing of a machine learning ars rover trying to decide whether it is seeing an alien or a rock.

    More precisely, we would say that a ML algorithm builds a model, based on large collections of data (the training data), without being explicitly programmed to do so. The model is ‘finished’ when it makes predictions or decisions with an acceptable level of accuracy. (For example, it rarely mistakes a muffin for a chihuahua in a photo.) It is then considered to be able to make predictions or decisions using new data in the real world.

    It’s important to understand AI and ML — especially for educators

    But how does all this actually work? If you don’t know, it’s hard to judge what the impacts of these technologies might be, and how we can be sure they benefit everyone — an important discussion that needs to involve people from across all of society. Not knowing can also be a barrier to using AI, whether that’s for a hobby, as part of your job, or to help your community solve a problem.

    some things that machine learning and AI systems can be built into: streetlamps, waste collecting vehicles, cars, traffic lights.

    For teachers and educators it’s particularly important to have a good foundational knowledge of AI and ML, as they need to teach their learners what the young people need to know about these technologies and how they impact their lives. (We’ve also got a free seminar series about teaching these topics.)

    To help you understand the fundamentals of AI and ML, we’ve put together a free online course: Introduction to Machine Learning and AI. Over four weeks in two hours per week, learning at your own pace, you’ll find out how machine learning can be used to solve problems, without going too deeply into the mathematical details. You’ll also get to grips with the different ways that machines ‘learn’, and you will try out online tools such as Machine Learning for Kids and Teachable Machine to design and train your own machine learning programs.

    What types of problems and tasks are AI systems used for?

    As well as finding out how these AI systems work, you’ll look at the different types of tasks that they can help us address. One of these is classification — working out which group (or groups) something fits in, such as distinguishing between positive and negative product reviews, identifying an animal (or a muffin) in an image, or spotting potential medical problems in patient data.

    You’ll also learn about other types of tasks ML programs are used for, such as regression (predicting a numerical value from a continuous range) and knowledge organisation (spotting links between different pieces of data or clusters of similar data). Towards the end of the course you’ll dive into one of the hottest topics in AI today: neural networks, which are ML models whose design is inspired by networks of brain cells (neurons).

    drawing of a small machine learning neural network.

    Before an ML program can be trained, you need to collect data to train it with. During the self-paced course you’ll see how tools from statistics and data science are important for ML — but also how ethical issues can arise both when data is collected and when the outputs of an ML program are used.

    By the end of the course, you will have an appreciation for what goes into machine learning and artificial intelligence systems — and why you should think carefully about what comes out.

    Sign up today to take the course for free

    The Introduction to Machine Learning and AI course is open for you to sign up to now. Sign-ups will pause after 12 December. Once you sign up, you’ll have access for six weeks. During this time you’ll be able to interact with your fellow learners, and before 25 October, you’ll also benefit from the support of our expert facilitators. So what are you waiting for?

    Share your views as part of our research

    As part of our research on computing education, we would like to find out about educators’ views on machine learning. Before you start the course, we will ask you to complete a short survey. As a thank you for helping us with our research, you will be offered the chance to take part in a prize draw for a £50 book token!

    Learn more about AI, its impacts, and teaching learners about them

    To develop your computing knowledge and skills, you might also want to:

    If you are a teacher in England, you can develop your teaching skills through the National Centre for Computing Education, which will give you free upgrades for our courses (including Introduction to Machine Learning and AI) so you’ll receive certificates and unlimited access.

    Website: LINK

  • How teachers train in Computing with our free online courses

    How teachers train in Computing with our free online courses

    Reading Time: 4 minutes

    Since 2017 we’ve been training Computing educators in England and around the world through our suite of free online courses on FutureLearn. Thanks to support from Google and the National Centre for Computing Education (NCCE), all of these courses are free for anyone to take, whether you are a teacher or not!

    An illustration of a bootcamp for computing teachers

    We’re excited that Computer Science educators at all stages in their computing journey have embraced our courses — from teachers just moving into the field to experienced educators looking for a refresher so that they can better support their colleagues.

    Hear from two teachers about their experience of training with our courses and how they are benefitting!

    Moving from Languages to IT to Computing

    Rebecca Connell started out as a Modern Foreign Languages teacher, but now she is Head of Computing at The Cowplain School, a 11–16 secondary school in Hampshire.

    Computing teacher Rebecca Connell
    Computing teacher Rebecca finds our courses “really useful in building confidence and taking [her] skills further”.

    Although she had plenty of experience with Microsoft Office and was happy teaching IT, at first she was daunted by the technical nature of Computing:

    “The biggest challenge for me has been the move away from an IT to a Computing curriculum. To say this has been a steep learning curve is an understatement!”

    However, Rebecca has worked with our courses to improve her coding knowledge, especially in Python:

    “Initially, I undertook some one-day programming courses in Python. Recently, I have found the Raspberry Pi courses to be really useful in building confidence and taking my skills further. So far, I have completed Programming 101 — great for revision and teaching ideas — and am now into Programming 102.”

    GCSE Computing is more than just programming, and our courses are helping Rebecca develop the rest of her Computing knowledge too:

    “I am now taking some online Raspberry Pi courses on computer systems and networks to firm up my knowledge — my greatest fear is saying something that’s not strictly accurate! These courses have some good ideas to help explain complex concepts to students.”

    She also highly rates the new free Teach Computing Curriculum resources we have developed for the NCCE:

    “I really like the new resources and supporting materials from Raspberry Pi — these have really helped me to look again at our curriculum. They are easy to follow and include everything you need to take students forward, including lesson plans.”

    And Rebecca’s not the only one in her department who is benefitting from our courses and resources:

    “Our department is supported by an excellent PE teacher who delivers lessons in Years 7, 8, and 9. She has enjoyed completing some of the Raspberry Pi courses to help her to deliver the new curriculum and is also enjoying her learning journey.”

    Refreshing and sharing your knowledge

    Julie Price, a CAS Master Teacher and NCCE Computer Science Champion, has been “engaging with the NCCE’s Computer Science Accelerator programme, [to] be in a better position to appreciate and help to resolve any issues raised by fellow participants.”

    Computing teacher Julie Price
    Computer science teacher Julie Price says she is “becoming addicted” to our online courses!

    “I have encountered new learning for myself and also expressions of very familiar content which I have found to be seriously impressive and, in some cases, just amazing. I must say that I am becoming addicted to the Raspberry Pi Foundation’s online courses!”

    She’s been appreciating the open nature of the courses, as we make all of the materials free to use under the Open Government Licence:

    “Already I have made very good use of a wide range of the videos, animations, images, and ideas from the Foundation’s courses.”

    Julie particularly recommends the Programming Pedagogy in Secondary Schools: Inspiring Computing Teaching course, describing it as “a ‘must’ for anyone wishing to strengthen their key stage 3 programming curriculum.”

    Join in and train with us

    Rebecca and Julie are just 2 of more than 140,000 active participants we have had on our online courses so far!

    With 29 courses to choose from (and more on the way!), from Introduction to Web Development to Robotics with Raspberry Pi, we have something for everyone — whether you’re a complete beginner or an experienced computer science teacher. All of our courses are free to take, so find one that inspires you, and let us support you on your computing journey, along with Google and the NCCE.

    If you’re a teacher in England, you are eligible for free course certification from FutureLearn via the NCCE.

    Website: LINK

  • Is upgrade culture out of date?

    Is upgrade culture out of date?

    Reading Time: 8 minutes

    At Raspberry Pi, we’re interested in all things to do with technology, from building new tools and helping people teach computing, to researching how young people learn to create with technology and thinking about the role tech plays in our lives and society. Today, I’m writing about our habit of replacing devices with newer versions just for the sake of it.

    Technology is involved in more of our lives than ever before: most of us carry a computer in our pocket everywhere we go. On the other hand, the length of time for which we use each individual piece of technology has grown very short. This is what’s referred to as upgrade culture, a cycle which sees most of us replacing our most trusted devices every two years with the latest products offered by tech giants like Apple and Samsung.

    An illustration of four people using smartphones

    How we got to this point is hard to determine, and there does not seem to be a single root cause for upgrade culture. This is why I want to start a conversation about it, so we can challenge our current perspectives and establish fact-based attitudes. I think it’s time that we, as individuals and as a collective, examine our relationship with new technology.

    What is the natural lifespan of a device?

    Digital technology is still so new that there is really no benchmark for how long digital devices should last. This means that the decision power has by default landed in the hands of device manufacturers and mobile network carriers, and for their profit margins, a two-year lifecycle of devices is beneficial.

    Where do you see your role in this process as a consumer? Is it wrong to want to upgrade your phone after two years of constant use? Should phone companies slow their development, and would this hinder innovation? And, if you really need to upgrade, is there a better use for your old device than living in a drawer? These questions defy simple answers, and I want to hear what you think.

    How does this affect the environment?

    As with all our behaviours as consumers, the impact that upgrade culture has on the environment is an important concern. Environmental issues and climate change aren’t anything new, but they’re currently at the forefront of the global conversation, and for good reason.

    Mobile devices are of course made in factories, and the concerns this raises have been covered well in many other places. The same goes for the energy needed to build technology. This energy could, at least in theory, be produced from renewable sources. Here I would like to focus on another aspect of the environmental impact device production has, which relates to the materials necessary to create the tiny components that form our technological best friends.

    Some components of your phone cannot be created without extremely rare metals and other elements, such as silicon and lithium. (In fact, there are 83 stable non-radioactive elements in the periodic table, and 70 of them are used in some capacity in your phone.) Upgrade culture means there is high demand for these materials, and deposits are becoming more and more depleted. If you’re hoping there are renewable alternatives, you’ll be disappointed: a study by researchers working at Yale University found that there are currently no alternative materials that are as effective.

    Then there’s the issue of how the materials are mined. The market trading these materials is highly competitive, and more often than not manufacturers buy from the companies offer the lowest prices. To maintain their profit margin, these companies have to extract as much material as possible as cheaply as they can. As you can imagine, this leads to mining practices that are less than ethical or environmentally friendly. As many of the mines are located in distant areas of developing countries, these problems may feel remote to you, but they affect a lot of people and are a direct result of the market we are creating by upgrading our devices every two years.

    "Two smartphones, blank screen" by Artem Beliaikin is licensed under CC0 1.0

    Many of us agree that we need to do what we can to counteract climate change, and that, to achieve anything meaningful, we have to start looking at the way we live our lives. This includes questioning how we use technology. It will be through discussion and opinion gathering that we can start to make more informed decisions — as individuals and as a society.

    The obsolescence question

    You probably also have that one friend/colleague/family member who swears by their five year old mobile phone and scoffs at the prices of the newest models. These people are often labeled as sticklers who are afraid to join the modern age, but is there another way to see them? The truth is, if you’ve bought a phone in the last five years, then — barring major accidents — it will most likely still function and be just as effective as it was when it came out of the box. So why are so many consumers upgrading to new devices every two years?

    "Nextbit Robin Smartphone" by Bhavesh Sondagar is licensed under CC0 1.0

    Again there isn’t a single reason, but I think marketing departments should shoulder much of the responsibility. Using marketing strategies, device manufacturers and mobile network carriers purposefully make us see the phones we currently own in a negative light. A common trope of mobile phone adverts is the overwrought comparison of your current device with a newly launched version. Thus, each passing day after a new model is released, our opinion of our current device worsens, even if it’s just on a subconscious level.

    This marketing strategy is related to a business practice called planned obsolescence, which sees manufacturers purposefully limit the durability of their products in order to sell more units. An early example of planned obsolescence is the lightbulb, invented at the Edison company: it was relatively simple for the company to create a lightbulb that lasted 2500 hours, but it took years and a coalition of manufacturers to make a version that reliably broke after 1000 hours. We’re all aware that the lightbulb revolutionised many aspects of life, but it turns out it also had a big influence on consumer habits and what we see as acceptable practices of technology companies.

    The widening digital divide

    The final aspect of the impact of upgrade culture that I want to examine relates to the digital divide. This term describes the societal gap between the people with access to, and competence with, the latest technology, and the people without these privileges. To be able to upgrade, say, your mobile phone to the latest model every two years, you either need a great degree of financial freedom, or you need to tie yourself to a 24-month contract that may not be easily within your means. As a society, we revere the latest technology and hold people with access to it in high regard. What does this say to people who do not have this access?

    "DeathtoStock_Creative Community5" by Denis Labrecque is licensed under CC0 1.0

    Inadvertently, we are widening the digital divide by placing more value on new technology than is warranted. Innovation is exciting, and commercial success is celebrated — but do you ever stop and ask who really benefits from this? Is your new phone really that much better than the old one, or could it be that you’re mostly just basking in feeling the social rewards of having the newest bit of kit?

    What about Raspberry Pi technology?

    Obviously, this blog post wouldn’t be complete if we didn’t share our perspective as a technology company as well. So here’s Raspberry Pi Trading CEO Eben Upton:

    On our hardware and software

    “Raspberry Pi tries very hard to avoid obsoleting older products. Obviously the latest Raspberry Pi 4 runs much faster than a Raspberry Pi 1 (something like forty times faster), but a Raspbian image we release today will run on the very earliest Raspberry Pi prototypes from the summer of 2011. Cutting customers off from software support after a couple of years is unethical, and bad for business in the long term: fool me once, shame on you; fool me twice, shame on me. The best companies respect their customers’ investment in their platforms, even if that investment happened far in the past.”

    “What’s even more unusual about Raspberry Pi is that we aim to keep our products available for a long period of time. So you can’t just run a 2020 software build on a 2014 Raspberry Pi 1B+: you can actually buy a brand-new 1B+ to run it on.”

    On the environmental impact of our hardware

    “We’re constantly working to reduce the environmental footprint of Raspberry Pi. If you look next to the USB connectors on Raspberry Pi 4, you’ll see a chunky black component. This is the reservoir capacitor, which prevents the 5V rail from dropping too far when a new USB device is plugged in. By using a polymer electrolytic capacitor, from our friends at Panasonic, we’ve been able to avoid the use of tantalum.”

    “When we launched the official USB-C power supply for Raspberry Pi 4, one or two people on Twitter asked if we could eliminate the single-use plastic bag which surrounded the cable and plug assembly inside the box. Working with our partners at Kuantech, we found that we could easily do this for the white supplies, but not for the black ones. Why? Because when the box vibrates in transit, the plug scuffs against the case; this is visible on the black plastic, but not on the white.”

    Raspberry Pi power supply with scuff marks

    Raspberry Pi power supply with scuff mark

    “So for now, if you want to eliminate single-use plastic, buy a white supply. In the meantime, we’ll be working to find a way (probably involving cunning origami) to eliminate plastic from the black supply.”

    What do you think?

    Time for you to discuss! I want to hear from you about upgrade culture.

    • When was the last time you upgraded?
    • What were your reasons at the time?
    • Do you think upgrade culture should be addressed by mobile phone manufacturers and providers, or is it caused by our own consumption habits?
    • How might we address upgrade culture? Is it a problem that needs addressing?

    Share your thoughts in the comments!

    Upgrade culture is one of the topics for which we offer you a discussion forum on our free online course Impact of Technology. For educators, the course also covers how to facilitate classroom discussions about these topics, and a new course run has just begun — sign up today to take part for free!

    The Impact of Technology online course is one of many courses developed by us with support from Google.

    Website: LINK

  • Can algorithms be unethical?

    Can algorithms be unethical?

    Reading Time: 5 minutes

    At Raspberry Pi, we’re interested in all things to do with technology, from building new tools and helping people teach computing, to researching how young people learn to create with technology and thinking about the role tech plays in our lives and society. One of the aspects of technology I myself have been thinking about recently is algorithms.

    An illustration of a desktop computer above which 5 icons are shown for privacy, culture, law, environment, and ethics

    Technology impacts our lives at the level of privacy, culture, law, environment, and ethics.

    All kinds of algorithms — set series of repeatable steps that computers follow to perform a task — are running in the background of our lives. Some we recognise and interact with every day, such as online search engines or navigation systems; others operate unseen and are rarely directly experienced. We let algorithms make decisions that impact our lives in both large and small ways. As such, I think we need to consider the ethics behind them.

    We need to talk about ethics

    Ethics are rules of conduct that are recognised as acceptable or good by society. It’s easier to discuss the ethics of a specific algorithm than to talk about ethics of algorithms as a whole. Nevertheless, it is important that we have these conversations, especially because people often see computers as ‘magic boxes’: you push a button and something magically comes out of the box, without any possibility of human influence over what that output is. This view puts power solely in the hands of the creators of the computing technology you’re using, and it isn’t guaranteed that these people have your best interests at heart or are motivated to behave ethically when designing the technology.

    An icon with the word 'stakeholders' below it

    Who creates the algorithms you use, and what are their motivations?

    You should be critical of the output algorithms deliver to you, and if you have questions about possible flaws in an algorithm, you should not discount these as mere worries. Such questions could include:

    • Algorithms that make decisions have to use data to inform their choices. Are the data sets they use to make these decisions ethical and reliable?
    • Running an algorithm time and time again means applying the same approach time and time again. When dealing with societal problems, is there a single approach that will work successfully every time?

    Below, I give two concrete examples to show where ethics come into the creation and use of algorithms. If you know other examples (or counter-examples, feel free to disagree with me), please share them in the comments.

    Algorithms can be biased

    Part of the ‘magic box’ mental model is the idea that computers are cold instructions followers that cannot think for themselves — so how can they be biased?

    Humans aren’t born biased: we learn biases alongside everything else, as we watch the way our family and other people close to us interact with the world. Algorithms acquire biases in the same way: the developers who create them might inadvertently add their own biases.

    An illustration of four people using smartphones

    Humans can be biased, and therefore the algorithms they create can be biased too.

    An example of this is a gang violence data analysis tool that the Met Police in London launched in 2012. Called the gang matrix, the tool held the personal information of over 300 individuals. 72% of the individuals on the matrix were non-white, and some had never committed a violent crime. In response to this, Amnesty International filed a complaint stating that the makeup of the gang matrix was influenced by police officers disproportionately labelling crimes committed by non-white individuals as gang-related.

    Who curates the content we consume?

    We live in a content-rich society: there is much, much more online content than one person could possibly take in. Almost every piece of content we consume is selected by algorithms; the music you listen to, the videos you watch, the articles you read, and even the products you buy.

    An illustration of a phone screen showing an invented tweet asking where people get their news from

    Some of you may have experienced a week in January of 2012 in which you saw a lot of either cute kittens or sad images on Facebook; if so, you may have been involved in a global social experiment that Facebook engineers performed on 600,000 of its users without their consent. Some of these users were shown overwhelmingly positive content, and others overwhelmingly negative content. The Facebook engineers monitored the users’ actions to gage how they responded. Was this experiment ethical?

    In order to select content that is attractive to you, content algorithms observe the choices you make and the content you consume. The most effective algorithms give you more of the same content, with slight variation. How does this impact our beliefs and views? How do we broaden our horizons?

    Why trust algorithms at all then?

    People generally don’t like making decisions; almost everyone knows the discomfort of indecision. In addition, emotions have a huge effect on the decisions humans make moment to moment. Algorithms on the other hand aren’t impacted by emotions, and they can’t be indecisive.

    While algorithms are not immune to bias, in general they are way less susceptible to it than humans. And if a bias is identified in an algorithm, an engineer can remove the bias by editing the algorithm or changing the dataset the algorithm uses. The same cannot be said for human biases, which are often deeply ingrained and widespread in society.

    An icon showing a phone screen with an internet browser symbol

    As is true for all technology, algorithms can create new problems as well as solve existing problems.

    That’s why there are more and less appropriate areas for algorithms to operate in. For example, using algorithms in policing is almost always a bad idea, as the data involved is recorded by humans and is very subjective. In objective, data-driven fields, on the other hand, algorithms have been employed very successfully, such as diagnostic algorithms in medicine.

    Algorithms in your life

    I would love to hear what you think: this conversation requires as many views as possible to be productive. Share your thoughts on the topic in the comments! Here are some more questions to get you thinking:

    • What algorithms do you interact with every day?
    • How large are the decisions you allow algorithms to make?
    • Are there algorithms you absolutely do not trust?
    • What do you think would happen if we let algorithms decide everything?

    Feel free to respond to other people’s comments and discuss the points they raise.

    The ethics of algorithms is one of the topics for which we offer you a discussion forum on our free online course Impact of Technology. The course also covers how to facilitate classroom discussions about technology — if you’re an educator teaching computing or computer science, it is a great resource for you!

    The Impact of Technology online course is one of many courses developed by us with support from Google.

    Website: LINK

  • Your new free online training courses for the autumn term

    Your new free online training courses for the autumn term

    Reading Time: 3 minutes

    Over the autumn term, we’ll be launching three brand-new, free online courses on the FutureLearn platform. Wherever you are in the world, you can learn with us for free!

    Three people looking facing forward

    The course presenters are Pi Towers residents Mark, Janina, and Eirini

    Design and Prototype Embedded Computer Systems

    The first new course is Design and Prototype Embedded Computer Systems, which will start on 28 October. In this course, you will discover the product design life cycle as you design your own embedded system!

    A diagram illustrating the iterative design life cycle with four stages: Analyse, design, build, test

    You’ll investigate how the purpose of the system affects the design of the system, from choosing its components to the final product, and you’ll find out more about the design of an algorithm. You will also explore how embedded systems are used in the world around us. Book your place today!

    Programming 103: Saving and Structuring Data

    What else would you expect us to call the sequel to Programming 101 and Programming 102? That’s right — we’ve made Programming 103: Saving and Structuring Data! The course will begin on 4 November, and you can reserve your place now.

    Illustration of a robot reading a book called 'human 2 binary phrase book'

    Programming 103 explores how to use data across multiple runs of your program. You’ll learn how to save text and binary files, and how structuring data is necessary for programs to “understand” the data that they load. You’ll look at common types of structured files such as CSV and JSON files, as well as how you can connect to a SQL database to use it in your Python programs.

    Introduction to Encryption and Cryptography

    The third course, Introduction to Encryption and Cryptography, is currently in development, and therefore coming soon. In this course, you’ll learn what encryption is and how it was used in the past, and you’ll use the Caesar and Vigenère ciphers.

    The Caesar cipher is a type of substitution cipher

    You’ll also look at modern encryption and investigate both symmetric and asymmetric encryption schemes. The course also shows you the future of encryption, and it includes several practical encryption activities, which can be used in the classroom too.

    National Centre for Computing Education

    If you’re a secondary school teacher in England, note that all of the above courses count towards your Computer Science Accelerator Programme certificate.

    Group shot of the first NCCE GCSE accelerator graduates

    The very first group of teachers who earned Computer Science Accelerator Programme certificates: they got to celebrate their graduation at Google HQ in London.

    What’s been your favourite online course this year? Tell us about it in the comments.

    Website: LINK

  • Your Back-to-School Bootcamp with our free online training

    Your Back-to-School Bootcamp with our free online training

    Reading Time: 3 minutes

    Are you ready FEEL THE BURN…of your heating laptop? And MAX THOSE REPS…using forever loops? Then get your programming muscles into the best shape possible with our free online training courses.

    Pump up your programming skills for free

    Today we are excited to announce our new online training course Programming with GUIs — now open for sign-ups on FutureLearn. To celebrate, we’ve also curated a set of courses as your personal Back-to-school Bootcamp. Sign up now to start training from Monday 29 July and throughout August!

    Scratch Cat and a Python supervising teachers at an outdoor bootcamp

    Your Back-to-school Bootcamp has something for beginner, intermediate, and advanced learners, and all the courses are free, thanks to support from Google.

    Also keep in mind that all the courses count towards becoming certified through the National Centre for Computing Education.

    Couch to 5k…lines of code

    If you’re just beginning to learn about coding, the perfect place to start is Programming 101: An Introduction to Python for Educators. You’ll first get to grips with basic programming concepts by learning about the basics of Python syntax and how to interpret error messages. Then you’ll use your new coding skills to create a chatbot that asks and answers questions!

    Scratch Cat and a Python doing a relay race

    For Primary teachers, our course Scratch to Python: Moving from Block- to Text-based Programming is ideal. Take this course if you’ve been using Scratch and are wondering how to introduce Python to your older students.

    If you’ve been programming for a while, sign up for our brand-new course Programming with GUIs — an intermediate-level course that shows you how to build your own graphical user interface (GUI) in Python. You will learn how to incorporate interactivity in your programs, discover different types of GUI features, and build your confidence to design more complex GUI-based apps in the future.

    Or maybe you’d like to try Programming 101’s follow-on course Programming 102: Think Like a Computer Scientist? Take your Python skills further by learning to break down problems into smaller tasks and designing algorithms you can apply to data.

    Finally, if you’re an experienced computing educator, dig into Object-oriented Programming in Python, a really fun and challenging course that helps you get to grips with OOP principles by creating a text-based adventure game in Python.

    Scratch Cat and a Python supervising an outdoors sports activity

    Sign-ups are open until the end of August. Now go get those gains!

    Tell us about your workout routine

    What will your personal coding regime look like this summer? What online courses have you enjoyed taking this year? (They don’t have to be ours!) Tell us in the comments below.

    No Title

    No Description

    Website: LINK

  • Your Back-to-School Bootcamp with our free online training

    Your Back-to-School Bootcamp with our free online training

    Reading Time: 3 minutes

    Are you ready FEEL THE BURN…of your heating laptop? And MAX THOSE REPS…using forever loops? Then get your programming muscles into the best shape possible with our free online training courses.

    Pump up your programming skills for free

    Today we are excited to announce our new online training course Programming with GUIs — now open for sign-ups on FutureLearn. To celebrate, we’ve also curated a set of courses as your personal Back-to-school Bootcamp. Sign up now to start training from Monday 29 July and throughout August!

    Scratch Cat and a Python supervising teachers at an outdoor bootcamp

    Your Back-to-school Bootcamp has something for beginner, intermediate, and advanced learners, and all the courses are free, thanks to support from Google.

    Also keep in mind that all the courses count towards becoming certified through the National Centre for Computing Education.

    Couch to 5k…lines of code

    If you’re just beginning to learn about coding, the perfect place to start is Programming 101: An Introduction to Python for Educators. You’ll first get to grips with basic programming concepts by learning about the basics of Python syntax and how to interpret error messages. Then you’ll use your new coding skills to create a chatbot that asks and answers questions!

    Scratch Cat and a Python doing a relay race

    For Primary teachers, our course Scratch to Python: Moving from Block- to Text-based Programming is ideal. Take this course if you’ve been using Scratch and are wondering how to introduce Python to your older students.

    If you’ve been programming for a while, sign up for our brand-new course Programming with GUIs — an intermediate-level course that shows you how to build your own graphical user interface (GUI) in Python. You will learn how to incorporate interactivity in your programs, discover different types of GUI features, and build your confidence to design more complex GUI-based apps in the future.

    Or maybe you’d like to try Programming 101’s follow-on course Programming 102: Think Like a Computer Scientist? Take your Python skills further by learning to break down problems into smaller tasks and designing algorithms you can apply to data.

    Finally, if you’re an experienced computing educator, dig into Object-oriented Programming in Python, a really fun and challenging course that helps you get to grips with OOP principles by creating a text-based adventure game in Python.

    Scratch Cat and a Python supervising an outdoors sports activity

    Sign-ups are open until the end of August. Now go get those gains!

    Tell us about your workout routine

    What will your personal coding regime look like this summer? What online courses have you enjoyed taking this year? (They don’t have to be ours!) Tell us in the comments below.

    No Title

    No Description

    Website: LINK

  • Developer Q&A: brand-new online training courses

    Developer Q&A: brand-new online training courses

    Reading Time: 6 minutes

    There is always a flurry of activity at the start of the new academic year, and we are getting in on the action: this autumn and winter, we’ll be launching four new online courses! They are completely free and aim to give educators a solid grounding in the concepts and practical applications of computing.

    I caught up with course developers Marc, Caitlyn, James, and Martin to find out what they have in store for you.

    Dan Fisher: Hi everyone! First off, can you give me a rundown of what your courses are called and what your motivation was for creating them?

    Martin O’Hanlon: Sure! So my course is called Programming 101: An Introduction to Python for Educators. We wanted to create an ‘introduction to programming’ course that anyone could follow, ensuring that learners get to understand concepts as well as practice coding. They will leave with a really good understanding of why programming is so useful, and of how it works.

    James Robinson: Then, as a follow-up to this and many other beginner online programming courses, we will be releasing Programming 102: Think Like A Computer Scientist. A lot of courses spend time on the syntax and core elements of a language, without much focus on how to plan and construct a program. We feel the skills involved in understanding and breaking down a problem, before representing it in code, are fundamental to computer science. My course is therefore designed to give you the opportunity to explore these problem-solving skills while extending your knowledge of programming.

    Marc Scott: My How Computers Work: Demystifying Computation course fills in the gaps in people’s knowledge about these amazing lumps of silicon and plastic. Computers are very abstract machines. Most people understand that computers can run large, complicated programs, but few people understand how computers are able to perform even the simplest of operations like counting or adding two numbers together. How Computers Work shows people how computers use simple components such as transistors to do incredible things.

    Caitlyn Merry: My course is called Bringing Data to Life: Data Representation with Digital Media. Data representation is a huge part of the GCSE Computer Science curriculum, and we wanted to present some of the more theoretical parts of the subject in a fun, practical, and engaging way. And data is everywhere — it is such an important topic nowadays, with real-world impact, so we’re making sure the course is also useful for anyone else who wants to learn about data through the lens of creative media.

    an animation of a dancing computer screen displaying the words 'hello world'

    DF: Awesome! So who are the courses for?

    MOH: Programming 101 is for anyone who wants to learn how to program in Python and gain an understanding for the concepts of computer programming.

    JR: Programming 102 is for beginners who have already tackled some programming basics and have some experience in writing text-based programs.

    CM: Bringing Data to Life is great if you want to understand how computers turn data into digital media: text, sound, video, and images — for example, photos on your smartphone.

    MS: And How Computers Work is for anyone who is interested in learning how computers work. [laughter from the group]

    DF: Short and to the point as ever, Marc.

    MS: Okay, if you want a sensible answer, it would most help Computer Science teachers at secondary or high school level get to grips with the fundamentals and architecture.

    DF: And what will they be doing in your courses, in practical terms?

    MOH: Programming 101 will show you how to set up your computer for Python programming and then how to create Python programs! You’ll learn about the basic programming concepts of sequencing, selection, and repetition, and about how to use variables, input, output, ifs, lists, loops, functions, and more.

    an animation showing how programming variables works

    JR: Programming 102 discusses the importance of algorithms and their applications, and shows you how to plan and implement your own algorithms and reflect on their efficiency. Throughout the course, you’ll be using functions to structure your code and make your algorithms more versatile.

    MS: In How Computers Work, learners will find out some of the historical origins of computers and programming, how computers work with ones and zeros, how logic gates can be used to perform calculations, and about the basic internals of the CPU, the central processing unit.

    CM: In my Bringing Data to Life course, you’ll learn how text, images, and sound data is represented and stored by computers, but you’ll also be doing your own media computation: creating your own code and programs to manipulate existing text, images, and data!

    DF: Cool! So what will learners end up taking away from your courses?

    MOH: When you have completed the Programming 101 course, you’ll be able to create your own computer programs using Python, educate others in the fundamental concepts of computer programming, and take your learning further to understand more advanced concepts.

    JR: After Programming 102, you’ll be able to plan and create structured and versatile programs and make use of more programming concepts including functions and dictionaries.

    MS: From my course, you’ll get a solid grounding in how computers actually function, and an appreciation for the underlying simplicity behind complex computing architectures and programs.

    an animation of how a relay works

    At their core, computers works with simple components, e.g. relays like this.

    CM: The take-away from mine will be an understanding of how computers present to you all the media you view on your phone, screens, etc., and you’ll gain some new skills to manipulate and change what you see and hear through computers.

    DF: And how much would learners need to know before they start?

    MOH: Programming 101 is suitable for complete beginners with no prior knowledge.

    MS: The same goes for How Computers Work.

    JR: For Programming 102, you’ll need to have already tackled some programming basics and have a little experience of writing text-based programs, but generally speaking, the courses are for beginner-level learners who are looking for a place to start.

    CM: You’d just need a basic understanding of Python for Bringing Data to Life. Taking Programming 101 would be enough!

    DF: That’s great, folks! Thanks for talking to me.


    Programming 101 and How Computers Work will both begin running in October. Sign up for them today by visiting the Raspberry Pi Foundation page on FutureLearn.An animation of a castaway learning to codeProgramming 101 and How Computers Work will both begin running in October. Sign up for them today by visiting the Raspberry Pi Foundation page on FutureLearn.

    Programming 102 and Bringing Data to Life will launch this winter. Sign up for our education newsletter Raspberry Pi LEARN to hear from us when they’re out!

    Got a question you’d like to ask our online course developers? Post your comment below.

    Website: LINK

  • Start a CoderDojo with our free online training

    Start a CoderDojo with our free online training

    Reading Time: 3 minutes

    You can now sign up to our newest free online course Start a CoderDojo to learn more about CoderDojo and how you can easily set up one of these free coding clubs for young people in your area. With less than two weeks until the course begins, we wanted to tell you about the course’s content and why the course’s creator put it together for you.

    Start a CoderDojo || free online learning || Raspberry Pi Foundation

    Get support and advice on how to grow your confidence in coding and start a CoderDojo for young people in your area.

    What is CoderDojo?

    CoderDojo is a global network of free, volunteer-led, community-based programming clubs for young people aged 7 to 17. There are currently more than 1700 Dojos running regularly across 75 countries. All of these clubs were started by individuals who are passionate about giving young people the opportunity to learn to code. Some people assume you need technical skills to start a Dojo, but that’s not true. The most important thing is that you can bring people together for a shared goal.

    What is covered on the course?

    The course was developed by Philip, CoderDojo’s Educational Content Lead. It gives those who think empowering young people to be tech creators is important the resources and supports to achieve that goal by starting a Dojo. Divided over three weeks and running for about four hours in total, the course provides practical advice and resources on everything you need to know to plan and run a fun, social, and creative coding club for young people.

    “In the first week, you’ll look at what coding is, at the worldwide CoderDojo community of coding clubs, and at the creative approach CoderDojos take to helping young people learn to code. In week two, you’ll move on to setting up your Dojo with a team, a venue, and any needed materials. You’ll also look at how to find young people to attend. Week three wraps up the course by giving you sample plans for a Dojo session and a Dojo’s year, and we’ll be talking about how to grow and develop your Dojo over time as your attendees become better coders.”
    — Philip

    Who is the course for?

    Anyone interested in enabling young people to be tech creators should take this course. Parents, teachers, librarians, IT professionals, youth workers, and others have all started Dojos in their community. They say that “it’s an amazing experience that led [them] to expand [their] personal horizons”, and that they “find it really rewarding”.

    The course is free and open to all — if you’re interested, then sign up now.

    If you’re already mentoring at a Dojo, the course is a great opportunity to revise what you’ve learnt, and a chance to share your insights with newcomers in the discussion sections. Parents and guardians who wish to learn more about CoderDojo and are considering getting involved are also more than welcome to join.

    Website: LINK

  • New free online course about building makerspaces

    New free online course about building makerspaces

    Reading Time: 2 minutes

    Helping people to get into making is at the heart of what we do, and so we’ve created a brand-new, free online course to support educators to start their own makerspaces. If you’re interested in the maker movement, then this course is for you! Sign up now and start learning with Build a Makerspace for Young People on FutureLearn.

    Building a makerspace – free online learning

    Find out how to create and run a makerspace for young people. Look at the pedagogy and approaches behind digital making.

    Dive into the maker movement

    From planning to execution, this course will cover everything you need to know to set up and lead your very own makerspace. You’ll learn about different approaches to designing makerspace environments, understand the pedagogy that underpins the maker movement, and create your own makerspace action plan. By the end of the course, you will be well versed in makerspace culture, and you’ll have the skills and knowledge to build a successful and thriving makerspace in your community.

    Raspberry Pi Makerspace FutureLearn Online Course

    Let makerspace experts lead your journey

    This new course features five fantastic case studies about real-life makerspace educators. They’ll share their stories of starting a makerspace: what worked, what didn’t, and what’s next on their journey. Hear from Jessica Simons as she describes her experience starting the MCHS Maker Lab, connect with Patrick Ferrell as he details his teaching at the Jocelyn H. Lee Innovation Lab, and learn from Nick Provenzano as he shares his top tips on how to ensure the legacy of your makerspace. These accomplished educators will give you their practical advice and expert insights, helping you learn the best practices of starting a makerspace environment.

    Raspberry Pi Makerspace FutureLearn Online Course

    Connect with educators worldwide

    By taking this course, you’ll also be connecting with talented and like-minded educators from across the globe. This is your opportunity to develop a community of practice while learning from fellow teachers, librarians, and community leaders who are also engaged in the maker movement.

    “I like this course and how it progresses from introducing the concept of makerspaces and how they have come to education, all the way through to creating my own action plan to get started.”— Makerspace Educator in Hayward, California USA

    Sign up now

    The first run of our Build a Makerspace for Young People course starts on 12 March 2018. You can sign up and access all content for four weeks. After that period, we’ll run the course again multiple times throughout the year. Enjoy, and happy making!

    Website: LINK

  • Transition from Scratch to Python with FutureLearn

    Transition from Scratch to Python with FutureLearn

    Reading Time: 3 minutes

    With the launch of our first new free online course of 2018 — Scratch to Python: Moving from Block- to Text-based Programming — two weeks away, I thought this would be a great opportunity to introduce you to the ins and outs of the course content so you know what to expect.

    FutureLearn: Moving from Scratch to Python

    Learn how to apply the thinking and programming skills you’ve learnt in Scratch to text-based programming languages like Python.

    Take the plunge into text-based programming

    The idea for this course arose from our conversations with educators who had set up a Code Club in their schools. Most people start a club by teaching Scratch, a block-based programming language, because it allows learners to drag and drop blocks of pre-written code into a window to create a program. The blocks automatically snap together, making it easy to build fun and educational projects that don’t require much troubleshooting. You can do almost anything a beginner could wish for with Scratch, even physical computing to control LEDs, buzzers, buttons, motors, and more!

    Scratch to Python FutureLearn Raspberry Pi

    However, on our face-to-face training programme Picademy, educators told us that they were finding it hard to engage children who had outgrown Scratch and needed a new challenge. It was easy for me to imagine: a young learner, who once felt confident about programming using Scratch, is now confused by the alien, seemingly awkward interface of Python. What used to take them minutes in Scratch now takes them hours to code, and they start to lose interest — not a good result, I’m sure you’ll agree. I wanted to help educators to navigate this period in their learners’ development, and so I’ve written a course that shows you how to take the programming and thinking skills you and your learners have developed in Scratch, and apply them to Python.

    Scratch to Python FutureLearn Raspberry Pi

    Who is the course for?

    Educators from all backgrounds who are working with secondary school-aged learners. It will also be interesting to anyone who has spent time working with Scratch and wants to understand how programming concepts translate between different languages.

    “It was great fun, and I thought that the ideas and resources would be great to use with Year 7 classes.”
    Sue Grey, Classroom Teacher

    What is covered?

    After showing you the similarities and differences of Scratch and Python, and how the skills learned using one can be applied to the other, we will look at turning more complex Scratch scripts into Python programs. Through creating a Mad Libs game and developing a username generator, you will see how programs can be simplified in a text-based language. We will give you our top tips for debugging Python code, and you’ll have the chance to share your ideas for introducing more complex programs to your students.

    Scratch to Python FutureLearn Raspberry Pi

    After that, we will look at different data types in Python and write a script to calculate how old you are in dog years. Finally, you’ll dive deeper into the possibilities of Python by installing and using external Python libraries to perform some amazing tasks.

    By the end of the course, you’ll be able to:

    • Transfer programming and thinking skills from Scratch to Python
    • Use fundamental Python programming skills
    • Identify errors in your Python code based on error messages, and debug your scripts
    • Produce tools to support students’ transition from block-based to text-based programming
    • Understand the power of text-based programming and what you can create with it

    Where can I sign up?

    The free four-week course starts on 12 March 2018, and you can sign up now on FutureLearn. While you’re there, be sure to check out our other free courses, such as Prepare to Run a Code Club, Teaching Physical Computing with a Raspberry Pi and Python, and our second new course Build a Makerspace for Young People — more information on it will follow in tomorrow’s blog post.

    Website: LINK

  • Prepare to run a Code Club on FutureLearn

    Prepare to run a Code Club on FutureLearn

    Reading Time: 2 minutes

    Prepare to run a Code Club with our newest free online course, available now on FutureLearn!

    FutureLearn: Prepare to Run a Code Club

    Ready to launch! Our free FutureLearn course ‘Prepare to Run a Code Club’ starts next week and you can sign up now: https://www.futurelearn.com/courses/code-club

    Code Club

    As of today, more than 10000 Code Clubs run in 130 countries, delivering free coding opportunities to approximately 150000 children across the globe.

    A child absorbed in a task at a Code Club

    As an organisation, Code Club provides free learning resources and training materials to supports the ever-growing and truly inspiring community of volunteers and educators who set up and run Code Clubs.

    FutureLearn

    Today we’re launching our latest free online course on FutureLearn, dedicated to training and supporting new Code Club volunteers. It will give you practical guidance on all things Code Club, as well as a taste of beginner programming!

    Split over three weeks and running for 3–4 hours in total, the course provides hands-on advice and tips on everything you need to know to run a successful, fun, and educational club.

    “Week 1 kicks off with advice on how to prepare to start a Code Club, for example which hardware and software are needed. Week 2 focusses on how to deliver Code Club sessions, with practical tips on helping young people learn and an easy taster coding project to try out. In the final week, the course looks at interesting ideas to enrich and extend club sessions.”
    — Sarah Sherman-Chase, Code Club Participation Manager

    The course is available wherever you live, and it is completely free — sign up now!

    If you’re already a volunteer, the course will be a great refresher, and a chance to share your insights with newcomers. Moreover, it is also useful for parents and guardians who wish to learn more about Code Club.

    Your next step

    Interested in learning more? You can start the course today by visiting FutureLearn. And to find out more about Code Clubs in your country, visit Code Club UK or Code Club International.

    Code Club partners from across the globe gathered together for a group photo at the International Meetup

    We love hearing your Code Club stories! If you’re a volunteer, are in the process of setting up a club, or are inspired to learn more, share your story in the comments below or via social media, making sure to tag @CodeClub and @CodeClubWorld.

    You might also be interested in our other free courses on the FutureLearn platform, including Teaching Physical Computing with Raspberry Pi and Python and Teaching Programming in Primary Schools.

    Website: LINK

  • Prank your friends with the WhooPi Cushion

    Prank your friends with the WhooPi Cushion

    Reading Time: 3 minutes

    Learn about using switches and programming GPIO pins while you prank your friends with the Raspberry Pi-powered whoopee WhooPi Cushion!

    Whoopee cushion PRANK with a Raspberry Pi: HOW-TO

    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.

    A cartoon of a man sitting on a whoopee cushion - Raspberry Pi WhooPi Cushion Resource

    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.

    A screen shot from our Raspberry Pi WhooPi Cushion Resource video

    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!

    A cartoon showing the stages of the Raspberry Pi Digital Curriculum from Creator to Builder, Developer and Maker

    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.

    A GIF of a man on an island learning with FutureLearn

    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.

    Website: LINK