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  • Celebrating the community: Yang

    Celebrating the community: Yang

    Reading Time: 4 minutes

    We love hearing from members of the community and sharing the stories of amazing young people, volunteers, and educators who are using their passion for technology to create positive change in the world around them.

    A woman is pictured sitting in the office. There's a window behind her with a view of the London skyline.

    In our latest story, we’re heading to London to meet Yang, a Manager in Technology Consulting at EY specialising in Microsoft Business Applications, whose commitment to CoderDojo is truly inspiring. Yang’s passion for volunteering has grown since she first volunteered at a CoderDojo club at a local museum. In recent years, she has actively searched for ways to bring the CoderDojo movement to more children, and encouraged her colleagues to come along on the journey too.

    Introducing Yang

    [youtube https://www.youtube.com/watch?v=HOPK4I-zBn8?feature=oembed&w=500&h=281]

    When Yang was growing up, both of her parents worked in STEM, but her own journey into a career in technology took a varied route. After initially studying journalism in China, her path shifted when she pursued a Master’s in Digital Humanities at UCL, London, broadening her digital skills and paving the way for her current role.

    On a weekend visit to a museum, Yang found the opportunity to volunteer at their CoderDojo. This experience sparked an enthusiasm to create more opportunities for young people to explore the world of computing, and this soon evolved into a plan to implement clubs at the EY offices. 

    Building a community of mentors

    With support from the EY Corporate Responsibility team, and fellow colleagues, Yang started to deliver Dojo sessions at the EY office in London. From the very first session, Yang was blown away by the level of enthusiasm among her colleagues, and their willingness to volunteer their time to support the club. She soon realised it was possible to roll this initiative out to other offices around the country, expanding the volunteer network and increasing their impact.

    Yang mentors two young learners during a CoderDojo session.

    Clubs have now been run in four EY offices across the UK, and the team has even seen the first international club take place, at the EY office in Baku, Azerbaijan. In total, EY clubs have seen around 350 young people attend and give coding a go.

    Championing diversity in tech

    As a woman in tech, Yang is all too aware of the gender imbalance in the industry, and this is something she wanted the clubs at the EY offices to address. 

    “If there are some female role models, I think for a little girl grow up that means so much. Because if they can see somebody thrive in this industry, they will see themselves there one day. And that’s the inspiration.” – Yang

    Yang actively encourages female participation in Dojo sessions, for example through holding sessions with a focus on engaging girls to mark International Women’s Day and Ada Lovelace Day. Through her leadership, she creates an inclusive environment where girls can envision themselves as future leaders. 

    Yang mentors a young person during a CoderDojo session.

    Yang’s motivation doesn’t only inspire the young people attending her clubs, but also resonates with those who work with her on a daily basis, including colleagues like Iman and Elizabeth, who shared how much they admire Yang’s dedication and energy.

    “I would love to have had a role model like [Yang] when I was younger. She’s just so inspiring. She’s so full of energy. I mean, from my personal experience, when I was younger, we didn’t have anything to do with coding.

    There were situations where I was vaguely interested [in computing] but was told that it wasn’t for girls. And now with Yang running these events, seeing the girls come here and being so interested and wanting to learn, it really opens up so many more doors for them that they don’t even realise.” – Elizabeth, colleague and CoderDojo volunteer

    Seeing the impact of her mentorship and the enthusiasm of young participants has fueled Yang’s passion even further. 

    “This has been a great opportunity to set up CoderDojo sessions for young people. I’ve had a lot of support from colleagues and other volunteers who have helped to run the sessions […] I feel super proud of what we’ve achieved so far.” – Yang

    For Yang, mentorship isn’t just about teaching technical skills; it’s about helping young people develop confidence and resilience, and letting everyone know there is a place for them in computing should they want one.

    Two mentors deliver a presentation during a CoderDojo session.

    Continuing to make a difference in her community and beyond, Yang recently participated in the 68th annual UN Women’s Commission on the Status of Women, which is the UN’s largest annual gathering on gender equality and women’s empowerment. 

    We’re delighted to be part of Yang’s journey, and can’t wait to see what she contributes to the world of tech next.

    Help us celebrate Yang and her inspiring journey by sharing her story on X, LinkedIn, and Facebook.

    Website: LINK

  • Celebrating the AI innovators of tomorrow

    Celebrating the AI innovators of tomorrow

    Reading Time: 4 minutes

    As the Experience AI Challenge has closed for submissions, we would like to thank all the talented young people who participated and submitted their projects this year.

    The Challenge, created by us in collaboration with Google DeepMind, guides young people under the age of 18, and their mentors, through the process of creating their own unique AI project. It encourages young people to seek out real-world problems and create possible AI-based solutions. From January to May, participants in the UK were also able to submit their projects for feedback from AI experts.

    In response to the submissions, Richard Hayler, our Director of Youth Programmes commented:

    “In running the Challenge, we have seen an incredible display of creativity, ingenuity, and curiosity about AI among young people. The dedication and innovation they  demonstrated in their submitted projects has been truly inspiring. The Challenge has not only showcased the immense potential of addressing problems using AI tools, but most of all the remarkable talent and dedication of the next generation of innovators.

    We would also like to thank all the mentors who guided and encouraged participants throughout the Challenge for their invaluable support. Their expertise and mentorship were instrumental in the young people’s success.”

    Some Challenge highlights

    These are some examples of the innovative projects young people created: 

    AI creation: River Water Quality Prediction App

    Creator: Shreyas, age 13

    What does it do:

    “The model predicts how good the water quality of a river is based on several factors such as the levels of ammonium, nitrates, and dissolved oxygen.”

    Who is it for:

    ”It can be used to tell if river water is safe to drink, or safe for life. This can also be used by authorities to decide where to deploy limited resources to purify water depending on its toxicity.”

    An image of a river with buildings in the background.

    AI creation: Coeliac Disease

    Creator: Zainev, age 14–18

    What does it do:

    “The model aims to identify foods that contain the allergen gluten.”

    Who is it for:

    “It is for people with gluten allergy and/or people trying to arrange food for those with a gluten allergy, as it will easily help them identify foods that contain gluten and are not safe to eat.”

    An AI tool classifying gluten and gluten free products.

    AI creation: Spacepuppy’s colour adventure

    Creator: Charlotte, age 12

    What does it do:

    “Teaches children about colours.”

    Who is it for:

    “Teachers at primary schools/ nurseries.”

    A blue rocket on a white background.

    AI creation: Nutrify

    Creator: Ishaan, age 14–18

    What does it do:

    “The model identifies the students’ food items through a webcam image, giving its specific nutritional information including calories, carbs, sugars and proteins.”

    Who is it for:

    “This model can be easily used by students to be aware of the nutritional information of their meals.”

    An AI tool classifying different types of food, such as burgers, juice, and pizza.

    AI creation: Flossie

    Creator: Florence, age 11

    What does it do:

    “Identifies dressing gowns, slippers and pyjamas.”

    Who is it for:

    “For young children to learn different clothing.”

    An AI tool classifying different clothing.

    AI creation: Dermalyst

    Creator: Vedant, age 14–18

    What does it do:

    “Dermalyst is an AI-based dermatologist that analyses images of your skin to check if you have any skin infection or disease and also suggests solutions.”

    Who is it for:

    “This app is targeted at young people but anyone could use it. It saves them from having to wait for a GP appointment.”

    A doctor's hands holding a mobile phone.

    AI creation: Bird identifier

    Creator: William, age 13

    What does it do:

    “It is designed to identify common garden birds native to the United Kingdom. It can identify robins, blue tits, great tits and blackbirds by their photograph.”

    Who is it for:

    “Bird watchers may use the app to identify the birds that they see but don’t know what they are.”

    An image of a Robin on a tree branch.

    Save the date for the celebratory webinar

    We would like to invite you to an online webinar on Wednesday 10 July at 4pm BST to celebrate all Experience AI Challenge participants. Click ‘notify me’ on YouTube to be notified when the webinar starts.

    During the webinar, Mark Calleja from the Raspberry Pi Foundation and Matko Bošnjak, Research Scientist at Google DeepMind, will highlight some young people’s AI creations, and discuss all things AI. You can share your questions about AI for Mark and Matko by filling in this form today.

    Download the Experience AI Challenge resources

    Once again thank you to everyone who participated in the Experience AI Challenge and submitted their projects.

    If you’re interested in the Challenge, you can still download the resources and use them to create your own AI projects.

    Website: LINK

  • A vote of thanks to our Trustees

    A vote of thanks to our Trustees

    Reading Time: 5 minutes

    Tuesday 11 June 2024 will be remembered as one of the most important days in the history of Raspberry Pi.

    Confetti rains at the introduction of Raspberry Pi Holdings PLC to the London Stock Exchange.
    At the London Stock Exchange on 11 June 2024.

    The successful introduction of the Raspberry Pi Foundation’s commercial subsidiary on the London Stock Exchange is a genuinely remarkable achievement. I want to put on record my huge congratulations and thanks to Eben Upton, Martin Hellawell, and the whole team at Raspberry Pi Holdings plc for everything they have done to make this possible. 

    The purpose of the IPO was to secure the next stage of growth and impact for both the Foundation and the company. We have huge ambitions and the IPO has provided both organisations with the capital we need to pursue those ambitions at pace and scale. Our Chief Executive Philip Colligan has already explained what it means for the Raspberry Pi Foundation and our mission to empower young people all over the world. 

    In this post, I wanted to take a moment to acknowledge the significant contribution that others have made over the years, particularly all of the Trustees who have been so generous with their time, energy, and expertise. 

    Founding Trustees

    The Raspberry Pi Foundation was established in 2008 by six founding Trustees: Alan Mycroft, David Braben, Eben Upton, Jack Lang, Pete Lomas, and Rob Mullins. All of them deserve credit and thanks for setting us off on this incredible journey. 

    Alan, Eben, Jack, and Rob were all involved with the Computer Lab at the University of Cambridge. They were dealing with a decline in applications to study the computer science undergraduate course, which was a symptom of the much wider challenge that far too many young people weren’t getting access to opportunities to learn computer science, or getting hands-on with programming and electronics. 

    David Braben brought an industry perspective, drawing on the challenges he was experiencing with recruiting engineers and programmers at the world-leading games company that he had founded, Frontier Developments.

    At the Sony factory in Pencoed, Wales, that produces Raspberry Pi computers.

    For Pete Lomas, he was paying forward the support and inspiration that he received from a college technician who gave him the opportunity and encouragement to experiment with programming a DEC PDP-8. That experience ultimately led Pete to establish Norcott Technologies, an electronics design and manufacturing business that he still runs today.

    The founding Trustees’ original idea was to create a low-cost programmable computer — available for the price of a textbook — that would remove price as a barrier to owning a computer and inspire young people to take their first steps with computing. It took four years for the first Raspberry Pi computer to be launched, an achievement for which Eben and Pete were rightly honoured, along with other members of the team, as recipients of the prestigious MacRobert Prize for engineering.

    Combining social impact and commercial success 

    What none of our founding Trustees could have predicted was the enormous commercial success of Raspberry Pi computers. In realising their vision of a low-cost programmable computer for education, the team created a new category of single-board computers that found a home with enthusiasts and industry, enabling the team to evolve — through hard work and creativity — into a business that is now entering a new phase as a listed company.

    They also delivered on the original mission, with computer science at the University of Cambridge now being one of the most oversubscribed undergraduate courses in the country and many applicants citing Raspberry Pi computers as part of their introduction to programming. 

    The commercial success of Raspberry Pi has enabled the Foundation to expand its educational programmes to the point where it is now established as one of the world’s leading nonprofits focused on democratising access to computing education, and is benefiting the lives of tens of millions of young people already. 

    It takes a village 

    While no-one really knows the origin of the proverb ‘It takes a village to raise a child’, we can all recognise the truth in that simple statement. It applies just as much for endeavours like Raspberry Pi.

    Over the years, Raspberry Pi has been a genuine team game. Employees in the Foundation and our commercial subsidiary, advisers, partner organisations and supporters, volunteers and community members have all played a crucial role in the success of both the company and the Foundation.

    Pete Lomas and Philip Colligan laugh on stage.
    At a Raspberry Pi birthday celebration.

    Over the years there have been 21 Trustees of the Foundation, bringing an incredible range of skills and experience that has elevated our ambitions and supported the teams in both the Foundation and the company. 

    All of our Trustees have provided their time and expertise for free, never receiving any financial benefit for their contribution as Trustees. 

    Serving as a Trustee of a charity is a serious business, with significant responsibility and accountability. While many charities have commercial operations, there is no doubt that the scale and complexity of Raspberry Pi’s commercial business has placed significant additional responsibilities on all of our Trustees. 

    I especially want to pay tribute to my predecessors as chair of the Board of Trustees: Jack Lang, one of our founding Trustees, who sadly passed away this year; and David Cleevely, who continues to support our work as a Member of the Foundation. Both Jack and David played a particularly important part in the success of Raspberry Pi. 

    Welcoming our new Trustees

    As we enter this new phase for the Foundation’s relationship with Raspberry Pi Holdings Ltd, we are delighted to welcome three new Trustees to the Board:

    • Andrew Sliwinski is a VP at Lego Education, formerly co-director of Scratch @ MIT, ex-Mozilla, and founder of DIY.org. Andrew is a technologist and maker with a deep understanding of education systems globally.
    • Laura Turkington leads global partnerships and programmes at EY, and was previously at Vodafone Foundation. Laura has extensive global experience (including Ireland and India), including supporting large-scale initiatives on digital skills, computing education, and AI literacy.
    • Stephen Greene is the founder and CEO of Rockcorps and the former chair of the National Citizen Service. Stephen brings huge experience of building global volunteer movements, social enterprise, marketing (especially to young people), government relations, and education of disadvantaged youth.

    Website: LINK

  • Hello World #24 out now: Impact of tech

    Hello World #24 out now: Impact of tech

    Reading Time: 3 minutes

    Do you remember a time before social media? Mobile phones? Email? We are surrounded by digital technology, and new applications impact our lives whether we engage with them or not. Issue 24 of Hello World, out today for free, gives you ideas for how to help your learners think openly and critically about technology.

    Teaching about the impact of technology 

    For learners to become informed, empowered citizens, they need to understand the impact technology has on them as individuals, and on society as a whole. In our brand-new issue of Hello World, educators share insights from their work in and around classrooms that will help you engage your learners in learning about and discussing the impact of tech.

    For example:

    • Jasmeen Kanwal and the team at Data Education in Schools share their resources for how young people can start to learn the skills they need to change the world with data
    • Julie York writes about how incorporating AI education into any classroom can help students prepare for future careers
    • Ben Hall discusses whether technology is divisive or inclusive, and how you can encourage students to think critically about it
    Two learners in a computing classroom.

    This issue also includes stories on how educators use technology to create a positive impact for learners:

    • Yolanda Payne tells you how she’s using teaching experiences from the COVID-19 pandemic to bring better remote learning to communities in Georgia, USA, and in the US Virgin Islands
    • Mitchel Resnik and Natalie Rusk from Lifelong Kindergarten group at MIT Media Lab introduce their new free mobile app, OctoStudio, and how it helps learners and educators in underresourced areas get creative with code

    And there is lots more for you to discover in issue 24.

    The issue also covers how you can make time to teach about the impact of technology in an already packed curriculum. Sway Grantham, Senior Learning Manager at the Raspberry Pi Foundation, says in her article:

    “As adults, it is easy for us to see the impact technology has had on society and on our lives. Yet when I tell pupils that, within my lifetime, it wasn’t always illegal to hold your mobile phone to your ear and have a call while driving, they are horrified. They are living in the now and don’t yet have the perspective to allow them to see the change that has happened. However, knowing the impact of technology allows us to learn from previous mistakes, to make decisions around ethical behaviour (such as using a phone while driving), and to critically engage in real-world issues.

    As teachers, allocating some time to this topic throughout the year can seem challenging, but with a few small changes, the impact might be more than you can imagine.”

    Share your thoughts & subscribe to Hello World

    With so many aspects of life impacted by technology, computing educators play a crucial role in supporting young people to become informed, empowered citizens. We hope you enjoy this issue of Hello World and find it useful in your teaching.

    Website: LINK

  • Coolest Projects 2024: 7197 young tech creators showcase their projects online

    Coolest Projects 2024: 7197 young tech creators showcase their projects online

    Reading Time: 5 minutes

    Our Coolest Projects 2024 online showcase has come to a close, with 7197 young people from 43 countries sharing the incredible things they have made with code. A huge congratulations to everyone who took part!

    Young people raising their hands in the air.

    Coolest Projects is our annual global celebration of young digital creators and the cool things they make with technology. This year’s showcase featured 4678 amazing projects, from a doughnut clicker game created in Scratch to an app that tracks sunscreen usage and areas with high UV levels for users. 

    This week, we celebrated each and every young creator and their incredible tech projects in a special livestream:

    [youtube https://www.youtube.com/watch?v=1ln4S0jYaok?feature=oembed&w=500&h=281]

    Every year, we invite some very special VIP judges to choose their favourite projects to highlight. Meet our 2024 judges and find out about the projects they picked.

    Azra Ismail’s favourite projects

    Azra is the co-founder of MakerGhat, an education nonprofit based in India that aims to nurture underserved youth to become the next generation of entrepreneurs and leaders. MakerGhat has reached around a million youth to date through hands-on making programmes. She is also an Assistant Professor at Emory University, where she directs the CARE Lab (Collective Action & Research for Equity). Azra was named in the Forbes 30 under 30 Asia list, and has previously worked with Google, the Wadhwani Institute for AI, and United Nations Global Pulse. She has a PhD in Human-Centered Computing and Bachelor’s in Computer Engineering from Georgia Tech. 

    See Azra’s favourite projects:

    Judges’ favourite projects in the Scratch category.

    Greg Foot’s favourite projects

    Greg is an award-winning Science Presenter and Producer who has written and hosted a bunch of stuff on TV, YouTube, radio, and stage over the past 20 years. Greg has a BBC Radio 4 show called Sliced Bread that investigates whether wonder products like face creams and air fryers are indeed ‘the best thing since sliced bread’, or marketing hype. Greg regularly pops up on TV — he’s a regular on the BBC’s Morning Live and was the in-house science guy on Blue Peter and Sunday Brunch for many years. He’s also hosted multiple TV series, made live shows for families on YouTube (Let’s Go Live), and toured science theatre shows around the UK.

    Take a look at Greg’s favourite projects:

    Judges’ favourite projects in the Web category.

    Natalie Lao’s favourite projects

    Natalie is the Executive Director of the App Inventor Foundation, a global nonprofit that has empowered over 20 million inventors of all ages to create over 100 million apps to improve their lives and uplift their communities. She received her PhD in ML and AI education from MIT’s Computer Science and Artificial Intelligence Lab, and currently serves as Expert on Mission at UNESCO to develop the UN’s AI Competency Framework for K-12 Students. 

    See which projects Natalie chose as her favourites:

    Judges’ favourite projects in the Games category.

    Selin Ornek’s favourite projects

    Selin is a 17-year-old multi-award winner and changemaker who has been passionate about using tech for good since an early age. She taught herself to code at age 8 and started building robots at 10, and participated in Coolest Projects for many years. She has built seven robots to date, including the social good robot iC4U, a robot guide dog for visually impaired people, and BB4All, an anti-bullying school aid robot. She has also built a stray dog wellbeing app, JAVA, and an AI model for breast cancer diagnosis. Her aim is to inspire young people, especially girls, to see the fun and importance of using tech for good.

    Selin’s favourite projects are:

    Judges’ favourite projects in the Mobile category.

    Broadcom Coding with Commitment® award

    We partnered with Broadcom Foundation to give a special award to young creators using coding and computing to solve real-world problems that matter to their communities. Broadcom Coding with Commitment® is a special recognition for a Coolest Projects creator aged 11–14 who has used computing as an essential problem-solving tool to help those around them.

    Naitik, Shravasti and Nikita present their 'Drainage alert system' project.

    This year’s Broadcom Coding with Commitment® recipients are Naitik, Shravasti, and Nikita from India in recognition of their project Drainage alert system. Their thoughtful project uses a water flow sensor connected to a Raspberry Pi computer to detect when waste enters the drainage system and causes blockages and send an alert to the local council.

    Get inspired and keep creating!

    Now you’ve seen the judges’ favourite projects, it’s time to pick your own! Take a look at the Coolest Projects 2024 online showcase gallery to see all the amazing projects from young people all over the world, and get inspired to make your own.

    Judges’ favourite projects in the Hardware category.

    Participants will shortly receive their own unique certificates and the personalised feedback on their projects from our team of judges, to celebrate their achievements.

    Judges’ favourite projects in the Advanced category.

    Support from our Coolest Projects sponsors means we can make the online showcase and celebration livestream an inspiring experience for the young people taking part. We want to say a big thank you to all of them: Amazon Future Engineer, Broadcom Foundation, GoTo, Kingston Technology, Meta, and Qube Research & Technologies.

    Website: LINK

  • Create anytime, anywhere with OctoStudio

    Create anytime, anywhere with OctoStudio

    Reading Time: 5 minutes

    Today our friends Mitch Resnick and Natalie Rusk from MIT’s Lifelong Kindergarten group tell you about OctoStudio, their free mobile app for children to create with code. Find their companion article for teachers in the upcoming issue of Hello World magazine, out for free on Monday 1 July.

    When people see our new OctoStudio coding app, they often say that it reminds them of Scratch, the world’s most popular coding platform for kids. That’s not surprising, since the group of us developing OctoStudio were also involved in creating Scratch, with its distinctive building-block approach to programming. But there’s an important difference.

    A young person connects coding blocks in their OctoStudio phone app.
    A young person connects coding blocks to animate their OctoStudio project. Credit: MIT Media Lab

    The difference is that we designed OctoStudio specifically for mobile phones and tablets, based on requests from educators in communities where children and families don’t have access to laptops and desktop computers, but do have access to mobile devices. 

    [youtube https://www.youtube.com/watch?v=7olsvxyhlPM?feature=oembed&w=500&h=281]

    OctoStudio takes advantage of special features of mobile phones and tablets, such as built-in sensors, so young people can create projects that respond to shaking or tilting, or even ‘beam’ signals between devices. And because of the small size of mobile devices, children and families can create projects anytime anywhere, and integrate digital coding with physical making.

    OctoStudio makes it easy for beginners to start creating. Children can choose a character from a diverse collection of emojis, draw their own in the OctoStudio paint editor, or take and edit a photo. With just a couple coding blocks, they can make their characters move, jump, speak, or glow — and respond to shaking, tilting, or tapping on the phone or tablet:

    A short OctoStudio blocks script.
    A short OctoStudio blocks script.

    Since our Lifelong Kindergarten group at the MIT Media Lab launched OctoStudio as a free app in October 2023, we’ve been delighted by the creativity and diversity of projects that children around the world have created with OctoStudio. As examples, we’d like to share with you three different projects from three different continents.

    Getting active with OctoStudio 

    When Xavier, a 10-year-old in Rwanda, started using OctoStudio, he was intrigued with the ‘When I shake’ block. He realized that he could create a step tracker project, by sensing how the phone shook each time he took a step. 

    From the emoji library in OctoStudio, Xavier selected a rabbit, and he programmed it to grow a little bit each time he took a step. The more steps, the bigger the rabbit. To test the project, Xavier ran around in a circle. When he looked at the rabbit again, he saw how big it had grown and exclaimed: “Now it’s mega huge!” After finishing his project, Xavier made and posted a video tutorial to show others how to make their own step tracker using only 5 coding blocks.

    [youtube https://www.youtube.com/watch?v=ifWbb-4JJnM?feature=oembed&w=500&h=281]

    Making creatures come to life on screen

    One popular way to get started with OctoStudio is to make a favorite animal out of craft materials, take a photo of it, then bring your creation to life on the screen with OctoStudio coding blocks. As part of the Brazilian Creative Learning Network, educators Renato Barboza and Simone Lederman offer creative learning workshops in which children design creatures using a combination of natural materials and modeling clay. In these ‘fantastical creatures’ workshops, facilitators ask questions to encourage participants to design not only the creatures, but also develop ideas about how their creatures interact within their environment.

    A girl holds up a winged creature she has grafted.

    For example, two sisters created imaginary creatures, one with long sticks for arms, the other with big eyes and wings made from leaves. The sisters then took photos and made their creatures come to life in OctoStudio, making them jump, glow, and fly. They recorded sounds and explained more about their creatures, including where they live and what they like to eat.

    A child uses the OctoStudio app on a mobile phone.

    Beaming between devices

    OctoStudio also opens up the possibility of projects involving multiple mobile devices, using the new ‘beam’ block to send signals between the devices (via Bluetooth). For example, children can make a character in a story or game look like it’s jumping from one device to another by sending a beam signal when the character reaches the edge of the screen.

    Thawin, an elementary school student in Thailand, decided to use the ‘beam’ block to create a project about caring for the environment. He embedded one tablet in a cardboard cutout of a watering can, and programmed it to beam a signal each time he shook it as if he were sprinkling water. Then, he added a tree emoji to another tablet, and programmed the tree to grow each time it received a beam signal. He proudly shared his project with his classmates: each time someone shook the watering can, the tree grew.

    [youtube https://www.youtube.com/watch?v=HQX7LqVWA14?feature=oembed&w=500&h=281]

    Get started with OctoStudio

    To get started with OctoStudio, you can download it for free from app stores for Android and iOS phones and tablets. The app is translated into more than 25 languages, and comes with sample projects and mini-tutorials. 

    Here are some resources for learning and exploring more:

    You can share your OctoStudio stories, photos, and videos on social media using @octostudioapp or #octostudio. We can’t wait to hear about your and your children’s experiences!

    Website: LINK

  • Introducing a computing curriculum in Odisha

    Introducing a computing curriculum in Odisha

    Reading Time: 5 minutes

    We are working with two partner organisations in Odisha, India, to develop and roll out the IT & Coding Curriculum (Kaushali), a computing curriculum for government high schools. Last year we launched the first part of the curriculum and rolled out teacher training. Read on to find out what we have learned from this work.

    A group of teachers is standing outside a school building.

    Supporting government schools in Odisha to teach computing

    Previously we shared an insight into how we established Code Clubs in Odisha to bring computing education to young people. Now we are partnering with two Indian civil society organisations to develop high school curriculum resources for computing and support teachers to deliver this content.

    With our two partners, we trained 311 master teachers during July and August 2023. The master teachers, most often mathematics or science teachers, were in turn tasked with training teachers from around 8000 government schools. The aim of the training was to enable the 8000 teachers to deliver the curriculum to grades 9 and 10 in the June 2023 – April 2024 academic year.

    A master teacher is delivering a training session to a group of teachers.

    At the Foundation, we have been responsible for providing ongoing support to 1898 teachers from 10 districts throughout the academic year, including through webinars and other online and in-person support.

    To evaluate the impact our work in Odisha is having, we gathered data using a mixed-methods approach that included gathering feedback from teachers via surveys and interviews, visiting schools, capturing reflections from our trainers, and reviewing a sample of students’ projects.

    Positive impact on teachers and students

    In our teacher survey, respondents were generally positive about the curriculum resources:

    • 87% of the 385 respondents agreed that the curriculum resources were both high quality and useful for their teaching
    • 91% agreed that they felt more confident to teach students IT & Coding as a result of the curriculum resources

    Teachers also tended to agree that the initial training had helped improve their understanding and confidence, and they appreciated our ongoing support webinars.

    “The curriculum resources are very useful for students.” – Teacher in Odisha

    “The webinar is very useful to acquire practical knowledge regarding the specific topics.”  – Teacher in Odisha

    Teachers who responded to our survey observed a positive impact on students:

    • 93% agreed their students’ digital literacy skills had improved
    • 90% agreed that their students’ coding knowledge had improved

    Students’ skills were also demonstrated by the Scratch projects we reviewed. And students from Odisha shared 314 projects in Coolest Projects — our online technology showcase for young people — including the project ‘We’ll build a new Odisha’ and an apple catching game.

    A master teacher is delivering a training session to a group of teachers.

    Feedback and observations about teacher training

    On school visits, our team observed that the teachers adopted and implemented the practical elements of the initial training quite well. However, survey responses and interviews showed that often teachers were not yet using all the elements of the curriculum as intended.

    In their feedback, many teachers expressed a need for further regular training and support, and some reported additional challenges, such as other demands on their time and access to equipment.

    A master teacher is delivering a training session to a group of teachers.

    When we observed training sessions master teachers delivered to teachers, we saw that, in some cases, information was lost within the training cascade (from our trainers, to master teachers, to teachers), including details about the intended pedagogical approach. It can be difficult to introduce experienced teachers to new pedagogical methods within a short training session, and teachers’ lack of computing knowledge also presents a challenge.

    We will use all this data to shape how we support teachers going forward. Some teachers didn’t share feedback, and so in our further evaluation work, we will focus on making sure we hear a broad and representative range of teachers’ views and experiences.

    What’s new this year?

    In the current academic year, we are rolling out more advanced curriculum content for grade 10 students, including AI literacy resources developed at the Foundation. We’re currently training master teachers on this content, and they will pass on their knowledge to other teachers in the coming months. Based on teachers’ feedback, the grade 10 curriculum and the training also include a recap of some key points from the grade 9 curriculum.

    Two master teachers are delivering a presentation to teachers.

    A State Resource Group (SRG) has also been set up, consisting of 30 teachers who will support us with planning and providing ongoing support to master teachers and other teachers in Odisha. We have already trained the SRG members on the new curriculum content to enable them to best support teachers across the state. In addition to this, our local team in Odisha plans to conduct more visits and reach out directly to teachers more often. 

    Our plans for the future

    The long-term vision for our work in India is to enable any school in India to teach students about computing and creating with digital technologies. A critical part of achieving this vision is the development of a comprehensive computing curriculum for grade 6 to 12, specifically tailored for government schools in India. Thanks to our work in Odisha, we are in a better position to understand the unique challenges and limitations of government schools. We’re designing our curriculum to address these challenges and ensure that every Indian student has the opportunity to thrive in the 21st century. If you would like to know more about our work and impact in India, please reach out to us via india@raspberrypi.org.

    We take evaluation of our work seriously and are always looking to understand how we can improve and increase the impact we have on the lives of young people. To find out more about our approach to impact, you can read about our recently updated theory of change, which supports how we evaluate what we do.

    Website: LINK

  • A teacher’s guide to teaching Experience AI lessons

    A teacher’s guide to teaching Experience AI lessons

    Reading Time: 5 minutes

    Today, Laura James, Head of Computing and ICT at King Edward’s School in Bath, UK, shares how Experience AI has transformed how she teaches her students about artificial intelligence. This article will also appear in issue 24 of Hello World magazine, which will be available for free from 1 July and focuses on the impact of technology.

    I recently delivered Experience AI lessons to three Year 9 (ages 13–14) classes of about 20 students each with a ratio of approximately 2:3 girls to boys. They are groups of keen pupils who have elected to study computing as an option. The Experience AI lessons are an excellent set of resources.

    Everything you need

    Part of the Experience AI resources is a series of six lessons that introduce the concepts behind machine learning and artificial intelligence (AI). There are full lesson plans with timings, clear PowerPoint presentations, and activity sheets. There is also an end-of-topic multiple choice assessment provided.

    Accompanying these are interesting, well-produced videos that underpin the concepts, all explained by real people who work in the AI industry. Plus, there are helpful videos for the educators, which explain certain parts of the scheme of work — particularly useful for parts that might have been seen as difficult for non-specialist teachers, for example, setting up a project using the Machine Learning for Kids website.

    Confidence delivering lessons

    The clear and detailed resources meant I felt mostly confident in delivering lessons. The suggested timings were a good guideline, although in some lessons, this did not always go to plan. For example, when the pupils were enjoying investigating websites that produce images generated by a text prompt, they were keen to spend more time on this than was allocated in the lesson plan. In this case, I modified the timings on the fly and set the final task of this lesson as a homework task.

    Learning about AI sparked the students’ curiosity, and it triggered a few questions that I could not answer immediately. However, I admitted this was a new area for me, and with some investigation, found answers to many of their extra questions. This shows that the topic of AI is such an inspiring and important one for the next generation, and how important it is to add this to the curriculum now before students make their own, potentially biased, opinions about it.

    “I’ve enjoyed actually learning about what AI is and how it works because before I thought it was just a scary computer that thinks like a human.” – Student, King Edward’s School, UK 

    Impact on learners

    The pupils’ feedback from the series of lessons was unerringly positive. I felt the lessons on bias in data were particularly important. The lesson where they trained their own algorithm recognising tomatoes and apples was a key one as it gave students an immediate sense of how a flawed training data set created bias and can impact the answers from a supposedly intelligent AI tool. I hope this has changed their outlook on AI-generated results and reinforced their critical thinking skills.

    Many students are now seeing the influence of AI appearing in more and more tools around them and have mentioned that a career in AI is now something they are interested in.

    “I have enjoyed learning about how AI is actually programmed rather than just hearing about how impactful and great it could be.” – Student, King Edward’s School, UK 

    [youtube https://www.youtube.com/watch?v=D2uOT4MKNDU?feature=oembed&w=500&h=281]

    Tips for other teachers

    Clearly this topic is incredibly important, and the Experience AI series of lessons is an excellent introduction to this for key stage 3 students (ages 11–14). My tips for other educators would be:

    • I delivered these to bright Year 9s and added a few more coding activities from the Machine Learning for Kids website. As these lessons stand, they could be delivered to Year 8s (ages 12–13), but perhaps Year 7s (ages 11–12) might struggle with some of the more esoteric concepts.
    • Before each lesson, ensure you read the content and familiarise yourself with the lesson resources and tools used. The Machine Learning for Kids website can take a little getting used to, but it is a powerful tool that brings to life how machine learning works, and many pupils said this was their favourite part of the lessons.
    • Before the lesson, ensure that the websites that you need to access are unblocked by your school’s firewall!
    • I tried to add a hands-on activity each lesson, e.g. for Lesson 1, I showed the students Google’s Quick, Draw! game, which they enjoyed and has a good section on the training data used to train the AI tool to recognise the drawings.
    • We also spent an extra lesson using the brilliant Machine Learning for Kids website and followed the ‘Shoot the bug’ worksheet, which allowed pupils to train an algorithm to learn how to play a simple video game.
    • I also needed to have a weekly homework task, so I would either use part of the activity from the lesson or quickly devise something (e.g. research another use for AI we haven’t discussed/what ethical issues might occur with a certain use of AI). Next year, our department will formalise these to help other teachers who might deliver these lessons to set these tasks more easily.
    • Equally, I needed to have a summative assessment at the end of the topic. I used some of the multiple choice questions that were provided but added some longer-answer questions and made an online assessment to allow me to mark students’ answers more efficiently.

    “I have always been fascinated by AI applications and finally finding out how they work and make the decisions they do has been a really cool experience.” – Student, King Edward’s School, UK 

    From comments I have had from the students, they really engaged with the lessons and appreciated the opportunity to discuss and explore the topic, which is often associated with ‘deception’ within school. It allowed them to understand the benefits and the risks of AI and, most importantly, to begin to understand how it works ‘under the hood’, rather than see AI as a magical, anthropomorphised entity that is guessing their next move.

    “The best part about learning about AI was knowing the dangers and benefits associated and how we can safely use it in our day-to-day life.” – Student, King Edward’s School, UK 

    As for my perspective, I really enjoyed teaching this topic, and it has earned its place in the Year 9 scheme of work for next year. 

    If you’re interested in teaching the Experience AI Lessons to your students, download the resources for free today at experience-ai.org.

    Website: LINK

  • Young people receive their data from space and Astro Pi certificates

    Young people receive their data from space and Astro Pi certificates

    Reading Time: 4 minutes

    Across Europe and beyond, teams of young people are receiving data from the International Space Station (ISS) this week. That’s because they participated in the annual European Astro Pi Challenge, the unique programme we deliver in collaboration with ESA Education to give kids the chance to write code that runs in space.

    The Astro Pi computers inside the International Space Station.
    The Astro Pi computers inside the International Space Station.

    In this round of Astro Pi, over 26,400 young people took part across its two missions — Mission Space Lab and Mission Zero — and had their programs run on the Raspberry Pi computers on board the ISS.

    Mission Space Lab teams find out the speed of the ISS

    In Mission Space Lab, we asked young people to team up and write code to collect data on the ISS and calculate the speed at which the ISS is travelling. 236 teams wrote programs that passed all our tests and achieved flight status to run in space. And not only will the Mission Space Lab teams receive their participation certificates this week — they’ll also receive the data their programs captured on the ISS.

    A picture of the Himalayas taken from space by the Astro Pi computers.
    A picture of the Himalayas taken from space by the Astro Pi computers.

    Many teams chose a feature extraction method to calculate the ISS’s speed, identifying two points on Earth from which to calculate the distance the ISS travelled over time. Using this method means using the high-quality camera on the Astro Pi computer to take some fantastic photos of Earth from the ISS’s World Observation Research Facility (WORF) window. Teams will receive these photos soon, which are unique views of Earth from space.

    A picture of feature extraction between two images.
    Feature extraction between two images

    How fast does the ISS travel? 

    The actual speed that the ISS is travelling in space while at normal altitude is 7.66km/s. Its altitude can affect the speed, so it can vary, but the ISS’s boosters fire up if it dips too low.

    To help teams with writing programs that can adapt to some of these variances, and to show them the type data they can collect, we gave them a programming tool we call Astro Pi Replay. Using this tool, teams can simulate how their program would run on the Astro Pi computers up in space.

    The International Space Station orbiting Earth.
    The International Space Station orbiting Earth

    This is the first time we asked Mission Space Lab teams to focus on a particular scientific question. So how did they do? The graph below shows some of the speeds that teams’ programs estimated. 

    A graph showing the range of speeds calculated by Mission Space Lab teams.
    The range of speeds calculated by Mission Space Lab teams

    As you can see, a variety of speeds were estimated, but the average is fairly close to the ISS’s actual speed. Teams did a great job trying to solve the question and working like real space scientists. Once they receive their data this week, they can check how accurate their speed estimate was.

    Mission Zero pixel art lights up astronauts’ daily tasks 

    In Astro Pi Mission Zero, a coding activity suitable for beginners, 16,039 teams of young people created code to make pixel art inspired by nature. Nearly half (44%) of the 24,409 participants were girls! 15,942 of the Mission Zero teams had their code run on the ISS after we checked that it followed the rules.

    Mission Zero Submissions

    Every team whose program ran on the ISS — with their pixel art showing for the astronauts to see as they worked — will receive certificates with the time, date, and location coordinates of their Mission Zero run. 

    We’ve been so impressed with this year’s pixel art creations that we’ve picked some as new examples for next year’s Mission Zero coding guide. That means young people will be able to choose one of a few pixel images to start with and recreate or remix them for their program. More info on that is coming soon, sign up to the Astro Pi newsletter to not miss it.

    Let’s get ready for September

    Thank you and congratulations to everyone who took part in the missions this year, and our special thanks to all the amazing educators who ran Astro Pi activities with young people.

    The boot shape of Italy photographed from space by the Astro Pi computers.
    The south of Italy photographed from space by the Astro Pi computers

    For us, there is much to reflect on and celebrate from this year’s challenge. We’ve had the chance to run Mission Zero with young people in person and identify a few changes to help make the activity easier. As Mission Space Lab now involves simulating programs running on the ISS with our new Astro Pi Replay tool, we’ll be exploring how to improve this as well.

    We hope to engage lots of previous and new participants in the Astro Pi Challenge when it starts up again in September. Sign up for the newsletter on astro-pi.org to be the first to hear about the new round.

    Website: LINK

  • Imagining students’ progression in the era of generative AI

    Imagining students’ progression in the era of generative AI

    Reading Time: 6 minutes

    Generative artificial intelligence (AI) tools are becoming more easily accessible to learners and educators, and increasingly better at generating code solutions to programming tasks, code explanations, computing lesson plans, and other learning resources. This raises many questions for educators in terms of what and how we teach students about computing and AI, and AI’s impact on assessment, plagiarism, and learning objectives.

    Brett Becker.

    We were honoured to have Professor Brett Becker (University College Dublin) join us as part of our ‘Teaching programming (with or without AI)’ seminar series. He is uniquely placed to comment on teaching computing using AI tools, having been involved in many initiatives relevant to computing education at different levels, in Ireland and beyond.

    In a computing classroom, two girls concentrate on their programming task.

    Brett’s talk focused on what educators and education systems need to do to prepare all students — not just those studying Computing — so that they are equipped with sufficient knowledge about AI to make their way from primary school to secondary and beyond, whether it be university, technical qualifications, or work.

    How do AI tools currently perform?

    Brett began his talk by illustrating the increase in performance of large language models (LLMs) in solving first-year undergraduate programming exercises: he compared the findings from two recent studies he was involved in as part of an ITiCSE Working Group. In the first study — from 2021 — the results generated by GPT-3 were similar to those of students in the top quartile. By the second study in 2023, GPT-4’s performance matched that of a top student (Figure 1).

    A graph comparing exam scores.

    Figure 1: Student scores on Exam 1 and Exam 2, represented by circles. GPT-3’s 2021 score is represented by the blue ‘x’, and GPT-4’s 2023 score on the same questions is represented by the red ‘x’.

    Brett also explained that the study found some models were capable of solving current undergraduate programming assessments almost error-free, and could solve the Irish Leaving Certificate and UK A level Computer Science exams.

    What are challenges and opportunities for education?

    This level of performance raises many questions for computing educators about what is taught and how to assess students’ learning. To address this, Brett referred to his 2023 paper, which included findings from a literature review and a survey on students’ and instructors’ attitudes towards using LLMs in computing education. This analysis has helped him identify several opportunities as well as the ethical challenges education systems face regarding generative AI. 

    The opportunities include: 

    • The generation of unique content, lesson plans, programming tasks, or feedback to help educators with workload and productivity
    • More accessible content and tools generated by AI apps to make Computing more broadly accessible to more students
    • More engaging and meaningful student learning experiences, including using generative AI to enable creativity and using conversational agents to augment students’ learning
    • The impact on assessment practices, both in terms of automating the marking of current assessments as well as reconsidering what is assessed and how

    Some of the challenges include:

    • The lack of reliability and accuracy of outputs from generative AI tools
    • The need to educate everyone about AI to create a baseline level of understanding
    • The legal and ethical implications of using AI in computing education and beyond
    • How to deal with questionable or even intentionally harmful uses of AI and mitigating the consequences of such uses

    Programming as a basic skill for all subjects

    Next, Brett talked about concrete actions that he thinks we need to take in response to these opportunities and challenges. 

    He emphasised our responsibility to keep students safe. One way to do this is to empower all students with a baseline level of knowledge about AI, at an age-appropriate level, to enable them to keep themselves safe. 

    Secondary school age learners in a computing classroom.

    He also discussed the increased relevance of programming to all subjects, not only Computing, in a similar way to how reading and mathematics transcend the boundaries of their subjects, and the need he sees to adapt subjects and curricula to that effect. 

    As an example of how rapidly curricula may need to change with increasing AI use by students, Brett looked at the Irish Computer science specification for “senior cycle” (final two years of second-level, ages 16–18). This curriculum was developed in 2018 and remains a strong computing curriculum in Brett’s opinion. However, he pointed out that it only contains a single learning outcome on AI. 

    To help educators bridge this gap, in the book Brett wrote alongside Keith Quille to accompany the curriculum, they included two chapters dedicated to AI, machine learning, and ethics and computing. Brett believes these types of additional resources may be instrumental for teaching and learning about AI as resources are more adaptable and easier to update than curricula. 

    Generative AI in computing education

    Taking the opportunity to use generative AI to reimagine new types of programming problems, Brett and colleagues have developed Promptly, a tool that allows students to practise prompting AI code generators. This tool provides a combined approach to learning about generative AI while learning programming with an AI tool. 

    Promptly is intended to help students learn how to write effective prompts. It encourages students to specify and decompose the programming problem they want to solve, read the code generated, compare it with test cases to discern why it is failing (if it is), and then update their prompt accordingly (Figure 2). 

    An example of the Promptly interface.

    Figure 2: Example of a student’s use of Promptly.

    Early undergraduate student feedback points to Promptly being a useful way to teach programming concepts and encourage metacognitive programming skills. The tool is further described in a paper, and whilst the initial evaluation was aimed at undergraduate students, Brett positioned it as a secondary school–level tool as well. 

    Brett hopes that by using generative AI tools like this, it will be possible to better equip a larger and more diverse pool of students to engage with computing.

    Re-examining the concept of programming

    Brett concluded his seminar by broadening the relevance of programming to all learners, while challenging us to expand our perspectives of what programming is. If we define programming as a way of prompting a machine to get an output, LLMs allow all of us to do so without the need for learning the syntax of traditional programming languages. Taking that view, Brett left us with a question to consider: “How do we prepare for this from an educational perspective?”

    You can watch Brett’s presentation here:

    [youtube https://www.youtube.com/watch?v=n0BZq8uRutQ?feature=oembed&w=500&h=281]

    Join our next seminar

    The focus of our ongoing seminar series is on teaching programming with or without AI. 

    For our next seminar on Tuesday 11 June at 17:00 to 18:30 GMT, we’re joined by Veronica Cucuiat (Raspberry Pi Foundation), who will talk about whether LLMs could be employed to help understand programming error messages, which can present a significant obstacle to anyone new to coding, especially young people.  

    To take part in the seminar, click the button below to sign up, and we will send you information about how to join. We hope to see you there.

    The schedule of our upcoming seminars is online. You can catch up on past seminars on our blog and on the previous seminars and recordings page.

    Website: LINK

  • The Clubs Conference is coming back

    The Clubs Conference is coming back

    Reading Time: 3 minutes

    Following the huge success of last year’s Clubs Conference, we are delighted to announce that we will be hosting the second-ever Clubs Conference on Saturday 30 November and Sunday 1 December 2024 in Cambridge, UK.

    Two educators at a conference.

    The event will be a weekend of learning and connecting for volunteers and educators involved in Code Club, CoderDojo, and other initiatives we support. We’d love for you to join us!

    What you can look forward to

    This year, we’re bringing the conference home to our offices in the centre of Cambridge.

    On Friday 29 November, you’ll have the opportunity to register early and attend an informal networking event with community members, including the Foundation team. 

    Saturday 30 November and Sunday 1 December will be filled with learning and development opportunities for you, including:

    • Thought-provoking talks and discussions
    • Hands-on, easy-to-follow workshops exploring a range of coding and digital making activities and related topics
    • Opportunities to connect with a diverse range of volunteers and educators

    Join us to learn from your peers running clubs in various contexts, develop your digital making skills, and share your own insights. We look forward to learning with you.

    Two smiling educators hold the Code Club posters.

    Interested in attending or contributing to the Clubs Conference?

    If you think you might want to attend the Clubs Conference, please fill in our form to express your interest. We will then get in touch when you can book your tickets. Tickets will be £5 for both days combined.

    An educator delivers a presentation during a workshop.

    Part of what made last year’s Clubs Conference so special was the range of exciting activities led by community members. If you’d like to host or co-host an activity this year, please also indicate this in the expression of interest form. We’ll be in touch in a few weeks to ask you more about your plans.

    Possible activities include:

    • Workshops
    • Discussion sessions
    • Talks
    • Project demonstrations

    Check out last year’s talks for inspiration.

    Bursaries for participants in the UK and Ireland

    If you would love to participate but you feel the costs of travelling would prevent you, you may be able to apply for a travel bursary. 

    To be eligible for a bursary, you need to:

    • Be registered as a club leader or volunteer at a Code Club or CoderDojo within the UK or Ireland
    • Be available to attend the Clubs Conference in Cambridge on both Saturday 30 November and Sunday 1 December 2024

    Please let us know whether you require a travel bursary when you fill in the expression of interest form.

    If you’re not in the UK or Ireland and have any questions about travel, please send us a message through our contact page using the subject ‘Clubs Conference’.

    If you have any suggestions about the Clubs Conference, we’d love to hear them. Let us know through the contact page, or on social with the tag #ClubsCon24.

    Website: LINK

  • What would an IPO mean for the Raspberry Pi Foundation?

    What would an IPO mean for the Raspberry Pi Foundation?

    Reading Time: 7 minutes

    On 22 May 2024, we announced that we are intending to list the Foundation’s commercial subsidiary, Raspberry Pi Ltd, on the Main Market of the London Stock Exchange. This is called an Initial Public Offering (IPO). 

    The IPO process is — quite rightly — highly regulated, and information about the company and the potential listing can be found on the Investor Portal on Raspberry Pi Ltd’s website. If that’s what you’re looking for, head there. 

    In this blog post, I want to explain what an IPO of Raspberry Pi Ltd would mean for the Raspberry Pi Foundation. 

    A tale of two Raspberry Pis

    The Raspberry Pi Foundation was founded in 2008 as a UK-based educational charity. Our co-founders wanted to inspire more young people to explore the joys of coding and creating with technology, with the goal of increasing both the number and diversity of kids choosing to study computer science and engineering.

    Their idea was to create a low-cost, programmable computer that could rekindle some of the excitement sparked in young minds at the start of the personal computing revolution by platforms like the BBC Micro and ZX Spectrum (incidentally also invented in Cambridge, UK). 

    Raspberry Pi Ltd was incorporated in 2012 as the commercial subsidiary of the Foundation and is responsible for all aspects of design, production, and distribution of Raspberry Pi computers and associated technologies. It has always been a commercial company, albeit one that was initially wholly owned by a charity. 

    Learners in a computing classroom.

    It’s fairly common for UK charities to have subsidiaries that handle their commercial activities. Guidance from the regulator, the Charity Commission, explains that it helps protect the charity’s assets and ensures that the charity benefits from tax relief on profits that are generated from commercial activities and used to advance the charity’s objectives.

    So Raspberry Pi has pretty much always been a tale of two organisations: the Foundation, which is a charity, and Raspberry Pi Ltd, which is a commercial company. While we are legally and practically separate organisations, we are united by a mission to democratise computing, and by a set of values that reflect the community of makers, engineers, and educators that have always been such a central part of the Raspberry Pi story.

    Computing for everybody

    In the years since the launch of the first Raspberry Pi computer in 2012, Raspberry Pi Ltd has continued to innovate and expand its range of products, evolving into a leading provider of high-performance, single-board computers and associated technologies for industrial and embedded uses, as well as for enthusiasts and educators, in markets worldwide. For more information on the company and all it has achieved, you should take a look at the Investor Portal.

    In a computing classroom, two young children look at a computer screen.

    For me, one of the most important things about a Raspberry Pi computer is that kids are learning to code on the same platform that is used by the world’s leading engineers and scientists. It’s not a toy, although it is a lot of fun. 

    Crucially, the commitment to low-cost computing that was at the heart of Raspberry Pi’s founding ethos remains unchanged and has been enshrined in a legally binding agreement between the Foundation and the company. This means that Raspberry Pi will always produce low-cost, general-purpose computers that can be used for teaching and learning.

    Over that same period, the Foundation has innovated and expanded its educational products and learning experiences to the point where we are now widely recognised as one of the world’s leading contributors to the democratisation of computing education. 

    Three learners and an educator do a physical computing activity.

    We create curricula and classroom resources that are used in schools all over the globe, covering everything from basic digital skills to computer science and AI literacy. We provide high-quality professional development for teachers and we build software tools that reduce barriers, save time, and improve learning outcomes. We also support the world’s largest network of free coding clubs and inspire young people to get creative with tech through showcases and challenges. All of this is completely free for teachers and students wherever they are in the world. 

    We are also advancing the field of computing education through undertaking original research and translating evidence of what works into practice.

    Young people at a laptop in a club session.

    Importantly, the Foundation is device- and platform-agnostic. That means that, while Raspberry Pi computers make a huge contribution to our educational mission, you don’t need to use a Raspberry Pi computer to engage with our learning experiences and resources. 

    The next stage of growth and impact

    The proposed IPO is all about securing the next stage of growth and impact for both the Foundation and the commercial company. 

    To date, Raspberry Pi Ltd has donated nearly $50m from its profits to the Foundation, which we have used to advance our educational mission combined with over $60m in funding from philanthropy, sponsorship, and contracts for educational services.

    Three female students at the Coding Academy in Telangana.

    As the company has continued to grow, it has needed working capital and funding to invest in innovation and product development. Over the past few years that has mainly come from retained profits. Listing Raspberry Pi Ltd on a public market will enable the company to raise additional capital through issuing new shares, which will lead to broader reach, greater impact, and ultimately more value being created for the benefit of all shareholders, including the Foundation.

    From the Foundation’s perspective, an IPO provides us with the ability to sell some of our shares to raise money to finance a sustainable expansion of our educational activities. Put simply, instead of receiving a share of the company’s profits each year, we will convert some of our shareholding into an endowment that we will use to fund our educational programmes.

    What happens after the IPO? 

    Assuming we proceed with the IPO, what is now Raspberry Pi Ltd will become a public company that trades its shares on the Main Market of the London Stock Exchange. 

    A classroom of young learners and a teacher at laptops

    The Foundation will remain a significant shareholder and we will continue to share the Raspberry Pi brand. We will be involved in decision making on the same basis as all other shareholders. Our goal will be to support the company to be as successful as possible in its mission to make computing accessible and affordable for everybody.

    The Foundation will use any funds that we raise through the sale of shares at the IPO — or subsequently — to advance our ambitious global strategy to enable every young person to realise their full potential through the power of computing and digital technologies.

    A young person uses a computer.

    Partnership will continue to be at the heart of our strategy and we will work closely with businesses, foundations, and governments to ensure that our work reaches as many teachers and young people as possible. Our ambition is that around 50% of our activities will be funded from the endowment and 50% through partnerships and donations, enabling us to reach many more teachers and students by combining our resources and expertise with those of the many partners who share our mission.

    Creating a lasting legacy 

    Whatever happens with the IPO, Raspberry Pi has already had a huge impact on the world. It’s been an enormous privilege to be part of the journey so far, and I am hugely excited about the potential of this next phase.

    I want to pay tribute to all of our co-founders for setting us off on this great adventure, and particularly to Jack Lang, who very sadly passed away earlier this month. Jack made an exceptional and unique contribution to the Raspberry Pi story, and he deserves to go down in history as one of the most significant figures in computing education in the UK. I know he would have shared my excitement about this next chapter in the Raspberry Pi story. 

    With the pace of technological advances in fields like AI, our mission has never been more vital. We have the potential to positively impact the lives of tens of millions of young people who might otherwise miss out on the opportunity to change the world for the better through technology.

    Website: LINK

  • Introducing classroom management to the Code Editor

    Introducing classroom management to the Code Editor

    Reading Time: 4 minutes

    I’m excited to announce that we’re developing a new set of Code Editor features to help school teachers run text-based coding lessons with their students.

    Secondary school age learners in a computing classroom.

    New Code Editor features for teaching

    Last year we released our free Code Editor and made it available as an open source project. Right now we’re developing a new set of features to help schools use the Editor to run text-based coding lessons online and in-person.

    The new features will enable educators to create coding activities in the Code Editor, share them with their students, and leave feedback directly on each student’s work. In a simple and easy-to-use interface, educators will be able to give students access, group them into classes within a school account, and quickly help with resetting forgotten passwords.

    Example Code Editor feedback screen from an early prototype

    We’re adding these teaching features to the Code Editor because one of the key problems we’ve seen educators face over the last few months has been the lack of an ideal tool to teach text-based coding in the classroom. There are some options available, but they can be cost-prohibitive for schools and educators. Our mission is to support young people to realise their full potential through the power of computing, and we believe that to tackle educational disadvantage, we need to offer high-quality tools and make them as accessible as possible. This is why we’ll offer the Code Editor and all its features to educators and students for free, forever.

    A learner and educator at a laptop.

    Alongside the new classroom management features, we’re also working on improved Python library support for the Code Editor, so that you and your students can get more creative and use the Editor for more advanced topics. We continue to support HTML, CSS, and JavaScript in the Editor too, so you can set website development tasks in the classroom.

    Two learners at a laptop in a computing classroom.

    Educators have already been incredibly generous in their time and feedback to help us design these new Code Editor features, and they’ve told us they’re excited to see the upcoming developments. Pete Dring, Head of Computing at Fulford School, participated in our user research and said on LinkedIn: “The class management and feedback features they’re working on at the moment look really promising.” Lee Willis, Head of ICT and Computing at Newcastle High School for Girls, also commented on the Code Editor: “We have used it and love it, the fact that it is both for HTML/CSS and then Python is great as the students have a one-stop shop for IDEs.”

    Our commitment to you

    • Free forever: We will always provide the Code Editor and all of its features to educators and students for free.
    • A safe environment: Accounts for education are designed to be safe for students aged 9 and up, with safeguarding front and centre.
    • Privacy first: Student data collection is minimised and all collected data is handled with the utmost care, in compliance with GDPR and the ICO Children’s Code.
    • Best-practice pedagogy: We’ll always build with education and learning in mind, backed by our leading computing education research.
    • Community-led: We value and seek out feedback from the computing education community so that we can continue working to make the Code Editor even better for teachers and students.

    Get started

    We’re working to have the Code Editor’s new teaching features ready later this year. We’ll launch the setup journey sooner, so that you can pre-register for your school account as we continue to work on these features.

    Before then, you can complete this short form to keep up to date with progress on these new features or to get involved in user testing.

    A female computing educator with three female students at laptops in a classroom.

    The Code Editor is already being used by thousands of people each month. If you’d like to try it, you can get started writing code right in your browser today, with zero setup.

    Website: LINK

  • Gaining skills and confidence: The impact of Code Club and CoderDojo

    Gaining skills and confidence: The impact of Code Club and CoderDojo

    Reading Time: 4 minutes

    Through Code Club and CoderDojo we support the world’s largest network of free informal computing clubs for young people.

    • Code Club is a global network of after-school coding clubs for learners aged 9 to 13, where educators and other volunteers help young people learn about coding and digital making
    • CoderDojo is a worldwide network of free, open, and community-based programming clubs for young people aged 7 to 17, where they get the opportunity to learn how to create fantastic new things with technology

    The clubs network reaches young people in 126 countries across the globe, and we estimate that the 4,557 Code Clubs and 771 CoderDojos are attended by more than 200,000 young people globally. 

    Two children code on laptops while an adult supports them.

    All these clubs are run by incredible volunteers and educators who help young people to learn computing and coding. Every year, we ask the volunteers to tell us about their experiences in our annual clubs survey. Below we share some highlights from this year’s survey results.

    About the survey

    We want to know more about volunteers in the network, how they run their clubs, and what impact the club sessions have for young people. Understanding this better helps us to improve the support we give to volunteers and young people around the world. This year we received over 300 responses, which has given us valuable insights and feedback.

    What are the clubs like?

    Improving gender balance in computing is part of our work to ensure equitable learning opportunities for all young people. Girls’ participation in the CodeDojo community has risen from 30% to 35% between 2023 and 2024, while 40% of Code Club attendees are girls.

    Three learners working at laptops.

    Clubs are using a wide variety of technologies and tools to support young people with their coding. According to the survey, the most popular coding tool was Scratch, which nearly all of the volunteers said they used in their club. Over 60% of volunteers reported using micro:bits, and over 50% mentioned Python.

    What impact is the clubs network having?

    We asked volunteers to tell us what changes they had seen in young people as a result of being part of a club. Volunteers fed back to us about the positive community created by clubs where young people felt safe and included. This was evidenced by the way young people felt able to share their ideas and support other young people:

    A young person shows off their Scratch code projected onto a wall.

    “The more experienced members are both capable and competent to demonstrate their skills to less experienced children. For example, they recently ran a full-day session for the whole school to complete the Astro Pi Mission Zero project.” – Code Club volunteer

    Volunteers reported increases in young people’s skills and confidence in digital making and engaging with technology (see graph below). They also agreed that young people developed other skills, with nearly 90% noting improvements in problem solving, personal confidence, and creative thinking.

    A graph indicating that more than 90% of survey respondents reported that young people improve their skills and confidence through attending Code Club or CoderDojo.

    How are we supporting volunteers?

    These positive outcomes are the result of the hard work and dedication of the club volunteers. Based on the survey, we estimate that at the time of the survey, there were over 6000 Code Club leaders and almost 3000 CoderDojo champions around the world. Many of the volunteers are motivated to volunteer by a love of teaching and a desire to pass on their skills.

    A group of young people and educators smiling while engaging with a computer.

    These volunteers are part of a global network, and 80% of volunteers said that belonging to this global community of clubs was motivating for them. Volunteers particularly valued the access to resources and information being part of a global community offered, as well as opportunities to share ideas and problem solve.

    The majority of Code Clubs are mostly or always using our digital making pathways and projects as part of their clubs. Volunteers value the projects’ step-by-step structure and how easy they are to follow.

    “Great structure to allow the kids to self-learn whilst keeping a good amount of creativity for them.” – Code Club volunteer

    We plan to do more to ensure that clubs around the world find these projects and pathways accessible and useful for their sessions with young people.

    What’s next

    The survey has helped us to identify a number of areas where we can support club volunteers even better. Volunteers identified help getting equipment and funding as the main things they needed support with, as well as recruitment of volunteers and young people. We are looking at the best ways we can lend a hand to the clubs network in these areas.

    You can read the survey report to dive deeper into the findings.

    We take impact seriously and are always looking to understand how we can improve and increase the impact we have on the lives of children and young people. To find out more about our approach to impact, you can read about our recently updated theory of change, which supports how we evaluate what we do. 

    Website: LINK

  • An update from the Raspberry Pi Computing Education Research Centre

    An update from the Raspberry Pi Computing Education Research Centre

    Reading Time: 7 minutes

    It’s been nearly two years since the launch of the Raspberry Pi Computing Education Research Centre. Today, the Centre’s Director Dr Sue Sentance shares an update about the Centre’s work.

    The Raspberry Pi Computing Education Research Centre (RPCERC) is unique for two reasons: we are a joint initiative between the University of Cambridge and the Raspberry Pi Foundation, with a team that spans both; and we focus exclusively on the teaching and learning of computing to young people, from their early years to the end of formal education.

    Educators and researchers mingle at a conference.
    At the RPCERC launch in July 2022

    We’ve been very busy at the RPCERC since we held our formal launch event in July 2022. We would love everyone who follows the Raspberry Pi Foundation’s work to keep an eye on what we are up to too: you can do that by checking out our website and signing up to our termly newsletter. 

    What does the RPCERC do?

    As the name implies, our work is focused on research into computing education and all our research projects align to one of the following themes:

    • AI education
    • Broadening participation in computing
    • Computing around the world
    • Pedagogy and the teaching of computing
    • Physical computing
    • Programming education

    These themes encompass substantial research questions, so it’s clear we have a lot to do! We have only been established for a few years, but we’ve made a good start and are grateful to those who have funded additional projects that we are working on.

    A student in a computing classroom.

    In our work, we endeavour to maintain two key principles that are hugely important to us: sharing our work widely and working collaboratively. We strive to engage in the highest quality rigorous research, and to publish in academic venues. However, we make sure these are available openly for those outside academia. We also favour research that is participatory and collaborative, so we work closely with teachers and other stakeholders. 

    Within our six themes we are running a number of projects, and I’ll outline a few of these here.

    Exploring physical computing in primary schools

    Physical computing is more engaging than simply learning programming and computing skills on screen because children can build interactive and tangible artefacts that exist in the real world. But does this kind of engagement have any lasting impact? Do positive experiences with technology lead to more confidence and creativity later on? These are just some of the questions we aim to answer.

    Three young people working on a computing project.

    We are delighted to be starting a new longitudinal project investigating the experience of young people who have engaged with the BBC micro:bit and other physical computing devices. We aim to develop insights into changes in attitudes, agency, and creativity at key points as students progress from primary through to secondary education in the UK. 

    To do this, we will be following a cohort of children over the course of five years — as they transition from primary school to secondary school — to give us deeper insights into the longer-term impact of working with physical computing than has been possible previously with shorter projects. This longer-term project has been made possible through a generous donation from the Micro:bit Educational Foundation, the BBC, and Nominet. 

    Do follow our research to see what we find out!

    Generative AI for computing teachers

    We are conducting a range of projects in the general area of artificial intelligence (AI), looking both at how to teach and learn AI, and how to learn programming with the help of AI. In our work, we often use the SEAME framework to simplify and categorise aspects of the teaching and learning of AI. However, for many teachers, it’s the use of AI that has generated the most interest for them, both for general productivity and for innovative ways of teaching and learning. 

    A group of students and a teacher at the Coding Academy in Telangana.

    In one of our AI-related projects, we have been working with a group of computing teachers and the Faculty of Education to develop guidance for schools on how generative AI can be useful in the context of computing teaching. Computing teachers are at the forefront of this potential revolution for school education, so we’ve enjoyed the opportunity to set up this researcher–teacher working group to investigate these issues. We hope to be publishing our guidance in June — again watch this space!

    Culturally responsive computing teaching

    We’ve carried out a few different projects in the last few years around culturally responsive computing teaching in schools, which to our knowledge are unique for the UK setting. Much of the work on culturally responsive teaching and culturally relevant pedagogy (which stem from different theoretical bases) has been conducted in the USA, and we believe we are the only research team in the UK working on the implications of culturally relevant pedagogy research for computing teaching here. 

    Two young people learning together at a laptop.

    In one of our studies, we worked with a group of teachers in secondary and primary schools to explore ways in which they could develop and reflect on the meaning of culturally responsive computing teaching in their context. We’ve published on this work, and also produced a technical report describing the whole project. 

    In another project, we worked with primary teachers to explore how existing resources could be adapted to be appropriate for their specific context and children. These projects have been funded by Cognizant and Google. 

    ‘Core’ projects

    As well as research that is externally funded, it’s important that we work on more long-term projects that build on our research expertise and where we feel we can make a contribution to the wider community. 

    We have four projects that I would put into this category:

    1. Teacher research projects
      This year, we’ve been running a project called Teaching Inquiry in Computing Education, which supports teachers to carry out their own research in the classroom.
    2. Computing around the world
      Following on from our survey of UK and Ireland computing teachers and earlier work on surveying teachers in Africa and globally, we are developing a broader picture of how computing education in school is growing around the world. Watch this space for more details.
    3. PRIMM
      We devised the Predict–Run–Investigate–Modify–Make lesson structure for programming a few years ago and continue to research in this area.
    4. LCT semantic wave theory
      Together with universities in London and Australia, we are exploring ways in which computing education can draw on legitimation code theory (LCT). 

    We are currently looking for a research associate to lead on one or more of these core projects, so if you’re interested, get in touch. 

    Developing new computing education researchers

    One of our most important goals is to support new researchers in computing education, and this involves recruiting and training PhD students. During 2022–2023, we welcomed our very first PhD students, Laurie Gale and Salomey Afua Addo, and we will be saying hello to two more in October 2024. PhD students are an integral part of RPCERC, and make a great contribution across the team, as well as focusing on their own particular area of interest in depth. Laurie and Salomey have also been out and about visiting local schools too. 

    A person with glasses smiles.
    Laurie Gale
    A person with twists smiles.
    Salomey Afua Addo

    Laurie’s PhD study focuses on debugging, a key element of programming education. He is looking at lower secondary school students’ attitudes to debugging, their debugging behaviour, and how to teach debugging. If you’d like to take part in Laurie’s research, you can contact us at rpcerc-enquiries@cst.cam.ac.uk.

    Salomey’s work is in the area of AI education in K–12 and spans the UK and Ghana. Her first study considered the motivation of teachers in the UK to teach AI and she has spent some weeks in Ghana conducting a case study on the way in which Ghana implemented AI into the curriculum in 2020.

    Thanks!

    We are very grateful to the Raspberry Pi Foundation for providing a donation which established the RPCERC and has given us financial security for the next few years. We’d also like to express our thanks for other donations and project funding we’ve received from Google, Google DeepMind, the Micro:bit Educational Foundation, BBC, and Nominet. If you would like to work with us, please drop us a line at rpcerc-enquiries@cst.cam.ac.uk.

    Website: LINK

  • Teaching a generation of AI innovators in Malaysia with Experience AI

    Teaching a generation of AI innovators in Malaysia with Experience AI

    Reading Time: 4 minutes

    Today’s blog is from Aimy Lee, Chief Operating Officer at Penang Science Cluster, part of our global partner network for Experience AI.

    Artificial intelligence (AI) is transforming the world at an incredible pace, and at Penang Science Cluster, we are determined to be at the forefront of this fast-changing landscape.

    A teacher delivers a lesson in a classroom while students sit at their desks and listen.

    The Malaysian government is actively promoting AI literacy among citizens, demonstrating a commitment to the nation’s technological advancement. This dedication is further demonstrated by the Ministry of Education’s recent announcement to introduce AI basics into the primary school curriculum, starting in 2027. 

    Why we chose Experience AI

    At Penang Science Cluster, we firmly believe that AI is already an essential part of everybody’s future, especially for young people, for whom technologies such as search engines, AI chatbots, image generation, and facial recognition are already deeply ingrained in their daily experiences. It is vital that we equip young people with the knowledge to understand, harness, and even create AI solutions, rather than view AI with trepidation.

    A student uses a laptop in a classroom.

    With this in mind, we’re excited to be one of the first of many organisations to join the Experience AI global partner network. Experience AI is a free educational programme  offering cutting-edge resources on artificial intelligence and machine learning for teachers and students. Developed in collaboration between the Raspberry Pi Foundation and Google DeepMind, as a global partner we hope the programme will bring AI literacy to thousands of students across Malaysia.

    Our goal is to demystify AI and highlight its potential for positive change. The Experience AI programme resonated with our mission to provide accessible and engaging resources tailored for our beneficiaries, making it a natural fit for our efforts.

    Experience AI pilot: Results and student voices

    At the start of this year, we ran an Experience AI pilot with 56 students to discover how the programme resonated with young people. The positive feedback we received was incredibly encouraging! Students expressed excitement and a genuine shift in their understanding of AI. 

    Their comments, such as discovering the fun of learning about AI and seeing how AI can lead to diverse career paths, validated the effectiveness of the programme’s approach.  

    [youtube https://www.youtube.com/watch?v=zWO_xWOEw0k?feature=oembed&w=500&h=281]

    One student’s changed perspective — from fearing AI to recognising its potential — underscores the importance of addressing misconceptions. Providing accessible AI education empowers students to develop a balanced and informed outlook.

    “I learnt new things and it changed my mindset that AI is not going to take over the world.” – Student who took part in the Experience AI pilot

    Launching Experience AI in Malaysia

    The successful pilot paved the way for our official Experience AI launch in early April. Students who participated in the pilot were proud to be a part of the launch event, sharing their AI knowledge and experience with esteemed guests, including the Chief Minister of Penang, the Deputy Finance Minister of Malaysia, and the Director of the Penang State Education Department. The presence of these leaders highlights the growing recognition of the significance of AI education.

    Experience AI launch event in Malaysia

    Building a vibrant AI education community

    Following the launch, our immediate focus has shifted to empowering teachers. With the help of the Raspberry Pi Foundation, we’ll conduct teacher workshops to equip them with the knowledge and tools to bring Experience AI into their classrooms. Collaborating with education departments in Penang, Kedah, Perlis, Perak, and Selangor will be vital in teacher recruitment and building a vibrant AI education community.

    Inspiring the next generation of AI creators

    Experience AI marks an exciting start to integrating AI education within Malaysia, for both students and teachers. Our hope is to inspire a generation of young people empowered to shape the future of AI — not merely as consumers of the technology, but as active creators and innovators.

    We envision a future where AI education is as fundamental as mathematics education, providing students with the tools they need to thrive in an AI-driven world. The journey of AI exploration in Malaysia has only just begun, and we’re thrilled to play a part in shaping its trajectory.

    If you’re interested in partnering with us to bring Experience AI to students and teachers in your country, you can register your interest here.

    Website: LINK

  • Get young people making interactive websites with JavaScript and our ‘More web’ path

    Get young people making interactive websites with JavaScript and our ‘More web’ path

    Reading Time: 5 minutes

    Modern web design has turned websites from static and boring walls of information into ways of providing fun and engaging experiences to the user. Our new ‘More web’ project path shows young creators how to add interaction and animation to a webpage through JavaScript code.

    A colorful illustration of a snail, a penguin, and a person with short dark hair against a blue background. There is a large question mark in the middle.

    Why learn JavaScript?

    As of 2024, JavaScript is the most popular programming language in the world. And it’s easy to see why when you look at its versatility and how it can be used to create dynamic and interactive content on websites. JavaScript lets you handle events and manipulate HTML and CSS so that you can build everything from simple animations, to forms that can be checked for missing or nonsensical answers. If you’ve ever seen a webpage continuously load more content when you reach the end, that’s JavaScript.

    Two girls code together at a computer.

    The six new projects in the ‘More web’ path move learners beyond the basics of HTML and CSS encountered in our ‘Introduction to web’ path. Youn people will explore what JavaScript makes possible in web developmnent, with plenty of support along the way. 

    By the end of the ‘More web’ path, learners will have covered the following key programming concepts: 

    HTML and CSS JavaScript 
    Navbars, grid layouts, hero images and image sliders

    Form design and handling user input

    Accessibility and responsive design

    Sizing elements relative to the viewport or container

    Creating parallax scrolling effects using background-attachment

    Fixing the position of elements and using z-index to layer elements

    		 Local and global variables, and constants

    Selection (if, else if, and else)

    Repetition (for loops)

    Using Console log

    Concatenation using template literals

    Event listeners

    Use of the intersection observer API to animate elements and lazy-load images

    Use of the localStorage object to retain user preferences

    Writing and calling functions to take advantage of the Document Object Model (DOM)

    Use setTimeout() to create time delays

    Work with Date() functions

    We’ve designed the path to be completed in six one-hour sessions, with one hour per project. However, learners can work at their own speed and the project instructions invite them to take additional time to upgrade their projects if they wish.

    Built for our Code Editor and with support in mind

    All six projects use our Code Editor, which has been tailored specifically to young people’s needs. This integrated development environment (IDE) helps make learning text-based programming simple, safe, and accessible. The projects include starter code, handy code snippets, and images to help young people build their websites. 

    A screenshot of the code editor interface showing a garden with colorful flowers, an umbrella and a watering can.

    The path also follows our Digital Making Framework, with its deliberate format of six projects that become less structured as learners progress. The Explore projects at the start of the path are where the initial learning takes place. Learners then develop their new skills by putting them into practice in the Design and Invent projects, which encourage them to use their imagination and make projects that matter to them. 

    Meet the projects: Welcome to Antarctica (Explore project 1)

    An animated image of a penguin and a seal on a snowy surface.

    Learners use HTML and CSS to design a website that lets people discover a place they may never get a chance to visit — Antarctica. They discover how to create a navigation bar (or navbar), set accessible colours and fonts, and add a responsive grid layout to hold beautiful images and interesting facts about this fascinating continent. 

    Comic character (Explore project 2)

    An animated illustration of a man with short red hair on the left, a woman with short dark hair on the right, and a yellow lightning bolt in the center.

    In the second Explore project, young people build an interactive website where the user can design a superhero character. Learners use JavaScript to let the user change the text on their website, show and hide elements, and create a hero image slider. They also learn how to let the user set the colour theme for the site and keep their preferences, even if they reload the page. 

    Animated story (Explore project 3)

    An animated image of a snail reading a book.

    Young people create an interactive story with animated text and characters that are triggered when the user scrolls. They will learn how to design for accessibility and improve browser performance by only loading images when they’re needed.

    Pick your favourite (Design project 1)

    An animated checklist with numbered boxes. A cursor hovers over the middle box. Various icons surround the checklist, including a video game controller, a guitar, a basketball, and a book.

    This is where learners can practise their skills and bring in their own interests to make a fan website, which lets a user make choices that change the webpage content. 

    Quiz time (Design project 2)

    A white question mark in the center of a purple background. Animated icons of various shapes surround the question mark, including a television, musical notes, an X, and two cards with numbers "12" and “9”.

    The final Design project invites young people to build a personalised web app that lets users test what they know about a topic. Learners choose a topic for their quiz, create and animate their questions, and then show the user their final score. They could make a quiz about history, nature, world records, science, sports, fashion, TV, movies… or anything else they’re an expert in!

    Share your world (Invent project)

    An illustration of a computer screen displaying a web page. The web page has a blue background and a white arrow cursor hovers over a blue section. A globe icon is located below the cursor.

    In this final project, young people bring everything they’ve learnt together and use their new coding powers and modern design skills to create an interactive website to share a part of their world with others. They could provide information about their culture, interests, hobbies or expertise, share fun facts, create quizzes, or write reviews. Learners consider what makes a website useful and informative, as well as fun and accessible. 

    Next steps in web design

    Encourage your young learners to take their next steps in web design, learn JavaScript, and try out this new path of coding projects to create interactive websites that excite and engage users. 

    Two young learners using a laptop, one of them points at a laptop screen.

    Young people can also enter one of their Design or Invent projects into the Web category of the yearly Coolest Projects showcase by taking a short video showing the project and the code used to make it. Their creation will become part of the Coolest Projects online gallery for people all over the world to see! 

    Website: LINK

  • Learning from our hybrid training programme for youth and community organisations

    Learning from our hybrid training programme for youth and community organisations

    Reading Time: 5 minutes

    At the Raspberry Pi Foundation, we aim to democratise access to digital skills and technologies. One of the ways we do this is via partnerships with youth and community organisations that deliver frontline services to young people experiencing educational disadvantage.

    Two smiling adults at a computer.

    In 2023 we delivered a hybrid training programme to 14 youth organisations in the UK to help youth leaders and educators incorporate coding and digital making activities into their provision to young people. The training programme was supported by Amazon Future Engineer. In this blog, we summarise what we’ve learned from our evaluation of the training and its impact.

    Youth workers feel prepared to run digital making activities

    In total, 29 youth leaders and educators participated in the training, which consisted of 12 modules delivered across 4 online sessions and one in-person day. We asked participants to complete surveys at several points throughout the programme to enable us to explore their feedback, the training’s impact on their confidence in facilitating computing sessions, and their experiences of running activities with young people.

    The educators on this programme were already well motivated to run digital making sessions. But one of the main challenges youth organisations report to us most often is that their staff and volunteers need more confidence in their ability to deliver coding activities on an ongoing basis. It was therefore great to see that, following the training, every participant felt at least moderately prepared to run coding activities, with 2 out of every 5 participants feeling very prepared. Furthermore, we recorded positive impact of the training on participants’ readiness: after the training, 4 out of every 5 participants agreed they had the skills they needed to facilitate activities for young people.

    “It was pitched right for the majority of attendees with no knowledge of Scratch[.]” – Karl Nicholson, Manchester Youth Zone

    The training was well received

    Educators found the training to be high quality and, in almost all cases, beneficial. Participants reported that attending two online sessions in preparation for the in-person training day had improved their experience of the in-person activites.

    “It was really great. The online courses are excellent and being in-person to get answers to questions really helped. The tinkering was really useful and having people on hand to answer questions [was] massively helpful.” – Liam Garnett, Leeds Libraries

    Some participants told us they struggled with the second online training session. This may be because it contained more challenging content: moving from block-based coding (Scratch) to text-based coding (Python), a transition we know many people new to programming can find difficult.

    This feedback has helped inform the next iteration of our training programme for youth and community organisations.

    A Learning Manager is supporting two adult educators during a training session.

    Youth workers are now running digital making sessions

    Since the training, attendees across the 14 organisations have reported that, so far, 39 digital making sessions have taken place, reaching 422 young people. Youth leaders and educators who have already run sessions also told us they intend to continue with coding and digital making activities with their young people in the future.

    Young learners in a coding club.

    Among these youth leaders was Marie Henry, founder of Breadline London, a grassroots charitable organisation based in Haringey, London, that supports families and young people to break the cycle of poverty through financial education, training, and practical workshops.

    Since the training programme, Marie has gone on to start a regular coding club in her local area.

    “We are immensely grateful to the Raspberry Pi Foundation team for their encouragement and unwavering support in empowering us to launch our own coding club. Their guidance, expertise, hands-on training workshops, and provision of essential equipment and devices have been instrumental in our journey towards building a positive community for our young coders.

    With their help, we’ve gained the confidence, knowledge, and skills needed to inspire the next generation of coders and innovators. We still have a lot to learn, but with them by our side, we are confident that our coding club will be a great success.

    Thank you, Raspberry Pi Foundation, for believing in our vision and helping us turn it into reality.” – Marie Henry, Founder of Breadline London

    Some of the organisations that participated in the training have not yet run sessions, but plan to start delivery within the next 1 to 3 months. They continue to face some logistical challenges, ranging from staff shortages and volunteer availability, to encouraging local young people with limited prior exposure to computing to join the digital making activities. We are continuing to support these organisations to get up and running as soon as possible.

    “Oh my what a great coding after school session I’ve had this afternoon…Scratch not only sets a starting point for children in their ITC learning, but is also a fun way to learn and build on skills they can take with them as they grow.

Planting the seeds of aspirations!” – Heather Coultard, Doncaster Children’s University

    Our ongoing support to youth and community organisations

    Our previous blog highlighted the importance of increasing young people’s sense of belonging within a coding club environment, to appeal to marginalised youth. Our findings suggest we are on the right track. Overall, participants felt positive about the training and found it to be of high quality, and it has helped them to deliver digital making sessions to young people in their communities. The organisations’ detailed feedback and impact reporting will continue to inform and improve the development of our training programmes going forward.

    We thank Amazon Future Engineer for helping us run this rewarding programme. 

    For more information about how we can support youth and community organisations in the UK in starting their coding clubs, please send us a message on the subject ‘Partnerships’.

    Website: LINK

  • Young people’s Astro Pi code is sent to the International Space Station

    Young people’s Astro Pi code is sent to the International Space Station

    Reading Time: 6 minutes

    Young people taking part in the European Astro Pi Challenge are about to have their computer programs sent to the International Space Station (ISS). Astro Pi is run annually in collaboration by us and ESA Education, and offers two ways to get involved: Mission Zero and Mission Space Lab.

    Logo of the European Astro Pi Challenge.

    This year, over 25,000 young people from across Europe and eligible ESA Member States are getting their programs ‘uplinked’ to the Astro Pi computers aboard the ISS, where they will be running over the next few weeks. 

    Mission Zero teams send their art into space

    Mission Zero is an exciting activity for kids with little or no experience with coding. We invite young people to create a Python program that displays an 8×8 pixel image or animation. This program then gets sent to the ISS, and each pixel art piece is displayed for 30 seconds on the LED matrix display of the Astro Pi computers on the ISS.

    Two Astro Pis on board the International Space Station.
    Astro Pis on the ISS

    We picked the theme ‘fauna and flora’ as the inspiration for young people’s pixel art, as it proved so popular last year, and we weren’t disappointed: this year, 24,378 young people submitted 16,039 Mission Zero creations!  

    We’ve tested every program and are pleased to announce that 15,942 Mission Zero programs will be sent to run on the ISS from mid May. 

    Once again, we have been amazed at the wonderful images and animations that young people have created. Seeing all the images that have been submitted is one of the most enjoyable and inspiring things to do as we work on the Astro Pi Challenge. Here is a little selection of some of our favourites submitted this year:

    A selection of pixel art images and animation inspired by nature submitted by young people.
    A selection of Mission Zero submissions

    Varied approaches: How different teams calculate ISS speed

    For Mission Space Lab, we invite more experienced young coders to take on a scientific challenge: to calculate the speed that the ISS orbits Earth. 

    Teams are tasked with writing a program that uses the Astro Pis’ sensors and visible light camera to capture data for their calculations, and we have really enjoyed seeing the different approaches the teams have taken. 

    The mark 2 Astro Pi units spin in microgravity on the International Space Station.

    Some teams decided to calculate the distance between two points in photos of the Earth’s surface and combine this with how long it took for the ISS to pass over the points to find the speed. This particular method uses feature extraction and needs to account for ground sampling distance — how many square metres are represented in one pixel in an image of the ground taken from above — to get an accurate output.  

    We’ve also seen teams use data from the gyroscope to calculate the speed using the angle readings and photos to get their outputs. Yet other teams have derived the speed using equations of motion and sampling from the accelerometer.

    An example of features of the earth’s surface being matched across two different images.
    Feature extraction example taken from images captured by the Astro Pis

    All teams that took multiple samples from the Astro Pi sensors, or multiple images, had to decide how to output a final estimate for the speed of the ISS. Most teams opted to use the mean average. But a few teams chose to filter their samples to choose only the ‘best’ ones based on prior knowledge (Bayesian filtering), and some used a machine learning model and the Astro Pi’s machine learning dongle to select which images or data samples to use. Some teams even provided a certainty score along with their final estimate.

    236 Mission Space Lab teams awarded flight status

    However the team choses to approach the challenge, before their program can run on the ISS, we need to make sure of a few things. For a start, we check that they’ve followed the challenge rules and meet the ISS security requirements. Next, we check that the program can run without errors on the Astro Pis as the astronauts on board the ISS can’t stop what they’re doing to fix any problems. 

    So, all programs submitted to us must pass a rigorous testing process before they can be sent into space. We run each program on several replica Astro Pis, then run all the programs sequentially, to ensure there’s no problems. If the program passes testing, it’s awarded ‘flight status’ and can be sent to run in space.

    The Astro Pi computers inside the International Space Station.

    This year, 236 teams have been awarded flight status. These teams represent 889 young people from 22 countries in Europe and ESA member states. The average age of these young people is 15, and 27% of them are girls. The UK has the most teams achieving flight status (61), followed by the Czech Republic (23) and Romania (22). You can see how this compares to last year and explore other breakdowns of participant data in the annual Astro Pi impact report.  

    Our congratulations to all the Mission Space Lab teams who’ve been awarded flight status: it is a great achievement. All these teams will be invited to join a live online Q&A with an ESA astronaut in June. We can’t wait to see what questions you send us for the astronaut.

    A pause to recharge the ISS batteries 

    Normally, the Astro Pi programs run continuously from the end of April until the end of May. However, this year, there is an interesting event happening in the skies above us that means that programs will pause for a few days. The ISS will be moving its position on the ‘beta angle’ and pivoting its orientation to maximise the sunlight that it can capture with its solar panels. 

    A picture of the International Space Station.
    The International Space Station

    The ISS normally takes 90 minutes to complete its orbit, 45 minutes of which is in sunlight, and 45 minutes in darkness. When it moves along the beta angle, it will be in continual sunlight, allowing it to capture lots of solar energy and recharge its batteries. While in its new orientation, the ISS is exposed to increased heat from the sun so the window shutters must be closed to help the astronauts stay cool. That means taking photos of the Earth’s surface won’t be possible for a few days.

    What next?

    Once all of the programs have run, we will send the Mission Space Lab teams the data collected during their experiments. All successful Mission Zero and Mission Space Lab teams and mentors will also receive personal certificates to recognise their mission completion.

    Congratulations to all of this year’s Astro Pi Challenge participants, and especially to all successful teams.

    Website: LINK

  • Global Impact: Empowering young people in Kenya and South Africa

    Global Impact: Empowering young people in Kenya and South Africa

    Reading Time: 5 minutes

    We work with mission-aligned educational organisations all over the world to support young people’s computing education. In 2023 we established four partnerships in Kenya and South Africa with organisations Coder:LevelUp, Blue Roof, Oasis Mathare, and Tech Kidz Africa, which support young people in underserved communities. Our shared goal is to support educators to establish and sustain extracurricular Code Clubs and CoderDojos in schools and community organisations. Here we share insights into the impact the partnerships are having.

    A group of young people outside a school.

    Evaluating the impact of the training 

    In the partnerships we used a ‘train the trainer’ model, which focuses on equipping our partners with the knowledge and skills to train and support educators and learners. This meant that we trained a group of educators from each partner, enabling them to then run their own training sessions for other educators so they can set up coding clubs and run coding sessions. These coding sessions aim to increase young people’s skills and confidence in computing and programming.

    We also conducted an evaluation of the impact of our work in these partnerships. We shared two surveys with educators (one shortly after they completed their initial training, a second for when they were running coding sessions), and another survey for young people to fill in during their coding sessions. In two of the partnerships, we also conducted interviews and focus groups with educators and young people. 

    Although we received lots of valuable feedback, only a low proportion of participants responded to our surveys, so the data may not be representative of the experience of all participating educators. 

    A group of young people coding on a laptop.

    New opportunities to learn to code

    Following our training, our partners themselves trained 332 educators across Kenya and South Africa to work directly in schools and communities running coding sessions. This led to the setup of nearly 250 Code Clubs and CoderDojos and additional coding sessions in schools and communities, reaching more than 11,500 young people.

    As a result, access to coding and programming has increased in areas where this provision would otherwise not be available. One educator told us:

    “We found it extremely beneficial, because a lot of our children come from areas in the community where they barely know how to read and write, let alone know how to use a computer… [It provides] the foundation, creating a fun way of approaching the computer as opposed to it being daunting.”

    Curiosity, excitement and increased confidence

    We found encouraging signs of the impact of this work on young people.

    Nearly 90% of educators reported seeing an increase in young people’s computing skills, with over half of educators reporting that this increase was large. Over three quarters of young people who filled in our survey reported feeling confident in coding and computer programming.

    The young people spoke enthusiastically about what they had learned and the programs they had created. They told us they felt inspired to keep learning, linking their interests to what they wanted to do in coding sessions. Interests included making dolls, games, cartoons, robots, cars, and stories. 

    A young person points at a screen.

    When we spoke with educators and young people, a key theme that emerged was the enthusiasm and curiosity of the young people to learn more. Educators described how motivated they felt by the excitement of the young people. Young people particularly enjoyed finding out the role of programming in the world around them, from understanding traffic lights to knowing more about the games they play on their phones.

    One educator told us:

    “…students who knew nothing about technology are getting empowered.” 

    This confidence is particularly encouraging given that educators reported a low level of computer literacy among young people at the start of the coding sessions. One educator described how coding sessions provided an engaging hook to support teaching basic IT skills, such as mouse skills and computer-related terms, alongside coding. 

    Addressing real-world problems

    One educator gave an example of young people using what they are learning in their coding club to solve real-world problems, saying:

    “It’s life-changing because some of those kids and the youths that you are teaching… they’re using them to automate things in their houses.” 

    Many of these young people live in informal settlements where there are frequent fires, and have started using skills they learned in the coding sessions to automate things in their homes, reducing the risk of fires. For example, they are programming a device that controls fans so that they switch on when the temperature gets too high, and ways to switch appliances such as light bulbs on and off by clapping.

    A young learner coding on a laptop.

    Continuing to improve our support

    From the gathered feedback, we also learned some useful lessons to help improve the quality of our offer and support to our partners. For example, educators faced challenges including lack of devices for young people, and low internet connectivity. As we continue to develop these partnerships, we will work with partners to make use of our unplugged activities that work offline, removing the barriers created by low connectivity.

    We are continuing to develop the training we offer and making sure that educators are able to access our other training and resources. We are also using the feedback they have given us to consider where additional training and support may be needed. Future evaluations will further strengthen our evidence and provide us with the insights we need to continue developing our work and support more educators and young people.

    Our thanks to our partners at Coder:LevelUp, Blue Roof, Oasis Mathare, and Tech Kidz Africa for sharing our mission to enable young people to realise their full potential through the power of computing and digital technologies. As we continue to build partnerships to support Code Clubs and CoderDojos across South Africa and Kenya, it is heartening to hear first-hand accounts of the positive impact this work has on young people.

    If your organisation would like to partner with us to bring computing education to young people you support, please send us a message with the subject ‘Partnerships’.

    Website: LINK

  • Celebrating the community: Arno & Timo

    Celebrating the community: Arno & Timo

    Reading Time: 3 minutes

    We love hearing from members of the community and sharing the stories of amazing young people, volunteers, and educators who are using their passion for technology to create positive change in the world around them.

    Arno helping young coders at the CoderDojo Netherlands tenth birthday celebrations
    Arno helping young coders at the CoderDojo Netherlands tenth birthday celebrations

    In our latest story, we’re heading to Alkmaar, the Netherlands, to meet Arno and Timo, CoderDojo enthusiasts who have transitioned from club members to supportive mentors. Their journey at CoderDojo and their drive to give back and support the next generation of coders in their community has been an inspiration to those around them.

    Introducing Arno and Timo

    [youtube https://www.youtube.com/watch?v=NglMhw3KwMU?feature=oembed&w=500&h=281]

    Arno and Timo have been friends since childhood, and embarked on their CoderDojo journey at the age of 12, eager to explore the world of coding. Under the guidance of mentors like Sanneke, Librarian and Chair of CoderDojo Netherlands, they not only honed their technical skills, but also learned about the value of collaboration, curiosity, and perseverance. As they grew older, they in turn were inspired to support young coders, and wanting to remain part of the CoderDojo community, they decided to become mentors to the next generation of club attendees. 

    Having been helping younger members of the club for years, the transition to official mentors and proud owners of the much-coveted mentor T-shirt was seamless. 

    Timo with Mirthe and Linus, two young CoderDojo members
    Timo with Mirthe and Linus, two young CoderDojo members

    The power of mentorship

    Sanneke reflects on the impact young mentors like Timo and Arno have on the young learners at CoderDojo:

    “Having young mentors who are just slightly older than our youngest… I think it helps them to see what happens when you grow up and how they can help. They can be examples for how to help others.” – Sanneke, Librarian, CoderDojo mentor, and Chair of CoderDojo Netherlands

    Timo echoes this sentiment, highlighting how mentoring provides a fantastic opportunity to help people and make a positive impact in the local community: 

    “I think volunteering is important, because you’re doing something for the community, in a city or village, supporting them in their journey in learning coding.” – Timo

    As they continue their journey, Timo and Arno remain committed to supporting and inspiring the next generation of coders. They also encourage anyone who is thinking of volunteering at a club to give it a go: 

    “If you want to volunteer at the CoderDojo, just go for it. You don’t really need that much experience. […] The kids can learn it, so can you.” – Arno

    The CoderDojo movement in the Netherlands is celebrating a decade of impact, and champions a culture of growth and learning. Arno and Timo’s story serves as an inspiration to us all, shining a light on the power of mentorship and the impact of volunteering in building stronger, more supportive communities. 

    Inspire the next generation of young coders

    Arno and Timo’s story showcases the importance of mentorship for both individuals and communities, and the real impact you can have by donating an hour of your time a week. If you’re interested in becoming a CoderDojo volunteer, head to coderdojo.com to find out how to get started.

    Help us celebrate Arno and Timo and their inspiring journey by sharing their story on X (formerly Twitter), LinkedIn, and Facebook.

    Website: LINK

  • Localising AI education: Adapting Experience AI for global impact

    Localising AI education: Adapting Experience AI for global impact

    Reading Time: 6 minutes

    It’s been almost a year since we launched our first set of Experience AI resources in the UK, and we’re now working with partner organisations to bring AI literacy to teachers and students all over the world.

    Developed by the Raspberry Pi Foundation and Google DeepMind, Experience AI provides everything that teachers need to confidently deliver engaging lessons that will inspire and educate young people about AI and the role that it could play in their lives.

    Over the past six months we have been working with partners in Canada, Kenya, Malaysia, and Romania to create bespoke localised versions of the Experience AI resources. Here is what we’ve learned in the process.

    Creating culturally relevant resources

    The Experience AI Lessons address a variety of real-world contexts to support the concepts being taught. Including real-world contexts in teaching is a pedagogical strategy we at the Raspberry Pi Foundation call “making concrete”. This strategy significantly enhances the learning experience for learners because it bridges the gap between theoretical knowledge and practical application. 

    Three learners and an educator do a physical computing activity.

    The initial aim of Experience AI was for the resources to be used in UK schools. While we put particular emphasis on using culturally relevant pedagogy to make the resources relatable to learners from backgrounds that are underrepresented in the tech industry, the contexts we included in them were for UK learners. As many of the resource writers and contributors were also based in the UK, we also unavoidably brought our own lived experiences and unintentional biases to our design thinking.

    Therefore, when we began thinking about how to adapt the resources for schools in other countries, we knew we needed to make sure that we didn’t just convert what we had created into different languages. Instead we focused on localisation.

    Educators doing an activity about networks using a piece of string.

    Localisation goes beyond translating resources into a different language. For example in educational resources, the real-world contexts used to make concrete the concepts being taught need to be culturally relevant, accessible, and engaging for students in a specific place. In properly localised resources, these contexts have been adapted to provide educators with a more relatable and effective learning experience that resonates with the students’ everyday lives and cultural background.

    Working with partners on localisation

    Recognising our UK-focused design process, we made sure that we made no assumptions during localisation. We worked with partner organisations in the four countries — Digital Moment, Tech Kidz Africa, Penang Science Cluster, and Asociația Techsoup — drawing on their expertise regarding their educational context and the real-world examples that would resonate with young people in their countries.

    Participants on a video call.
    A video call with educators in Kenya.

    We asked our partners to look through each of the Experience AI resources and point out the things that they thought needed to change. We then worked with them to find alternative contexts that would resonate with their students, whilst ensuring the resources’ intended learning objectives would still be met.

    Spotlight on localisation for Kenya

    Tech Kidz Africa, our partner in Kenya, challenged some of the assumptions we had made when writing the original resources.

    An Experience AI lesson plan in English and Swahili.
    An Experience AI resource in English and Swahili.

    Relevant applications of AI technology

    Tech Kidz Africa wanted the contexts in the lessons to not just be relatable to their students, but also to demonstrate real-world uses of AI applications that could make a difference in learners’ communities. They highlighted that as agriculture is the largest contributor to the Kenyan economy, there was an opportunity to use this as a key theme for making the Experience AI lessons more culturally relevant. 

    This conversation with Tech Kidz Africa led us to identify a real-world use case where farmers in Kenya were using an AI application that identifies disease in crops and provides advice on which pesticides to use. This helped the farmers to increase their crop yields.

    Training an AI model to classify healthy and unhealthy cassava plant photos.
    Training an AI model to classify healthy and unhealthy cassava plant photos.

    We included this example when we adapted an activity where students explore the use of AI for “computer vision”. A Google DeepMind research engineer, who is one of the General Chairs of the Deep Learning Indaba, recommended a data set of images of healthy and diseased cassava crops (1). We were therefore able to include an activity where students build their own machine learning models to solve this real-world problem for themselves.

    Access to technology

    While designing the original set of Experience AI resources, we made the assumption that the vast majority of students in UK classrooms have access to computers connected to the internet. This is not the case in Kenya; neither is it the case in many other countries across the world. Therefore, while we localised the Experience AI resources with our Kenyan partner, we made sure that the resources allow students to achieve the same learning outcomes whether or not they have access to internet-connected computers.

    An AI classroom discussion activity.
    An Experience AI activity related to farming.

    Assuming teachers in Kenya are able to download files in advance of lessons, we added “unplugged” options to activities where needed, as well as videos that can be played offline instead of being streamed on an internet-connected device.

    What we’ve learned

    The work with our first four Experience AI partners has given us with lots of localisation learnings, which we will use as we continue to expand the programme with more partners across the globe:

    • Cultural specificity: We gained insight into which contexts are not appropriate for non-UK schools, and which contexts all our partners found relevant. 
    • Importance of local experts: We know we need to make sure we involve not just people who live in a country, but people who have a wealth of experience of working with learners and understand what is relevant to them. 
    • Adaptation vs standardisation: We have learned about the balance between adapting resources and maintaining the same progression of learning across the Experience AI resources. 

    Throughout this process we have also reflected on the design principles for our resources and the choices we can make while we create more Experience AI materials in order to make them more amenable to localisation. 

    Join us as an Experience AI partner

    We are very grateful to our partners for collaborating with us to localise the Experience AI resources. Thank you to Digital Moment, Tech Kidz Africa, Penang Science Cluster, and Asociația Techsoup.

    We now have the tools to create resources that support a truly global community to access Experience AI in a way that resonates with them. If you’re interested in joining us as a partner, you can register your interest here.

    (1) The cassava data set was published open source by Ernest Mwebaze, Timnit Gebru, Andrea Frome, Solomon Nsumba, and Jeremy Tusubira. Read their research paper about it here.

    Website: LINK