Like Raspberry Pi itself, the magazine has just been going from strength to strength – although we’d have not got anywhere without the wonderful community we get to highlight, and the readers who pick up a copy at the shops or get it delivered to their door every month. Thank you all!
Ten years official
Next year will also coincide with ten years of the magazine being official, which means I’ll have worked on the magazine for ten years. At an old job, someone told me about how they change careers every ten years, and it’s something I think about often. I don’t mean because I’m thinking about leaving The MagPi – as a career I’ve been a magazine writer for about 13 years, so I’m long past due that anyway – but because ten years is a long time. It also probably feels especially longer because since 2015 a lot of major things have happened around the world.
In my first year at Raspberry Pi, we put Raspberry Pi Zero on the cover – that was 2015! In fact when I joined, several months before the famous issue 40 came out, it was already on the cards. We were working up to it happening, building up the magazine with that issue as the goal. While issue 150 won’t be that grand (unfortunately we cannot put Raspberry Pi 500 on the cover, sorry), it will still be just as important. We’ll even have a fancy cover! We don’t know what kind of fancy cover yet but mark my words, fancy.
Beyond 150
As you may have noticed, a huge number of Raspberry Pi products have been released over the last few months and I am very excited to get to play with them more in 2025. The X00 series of Raspberry Pi are my fave, so I’m looking forward to getting my 500 shortly (it’s not even been announced as I write this) and upgrading my little workstation. I still have an AI Camera waiting to be used as well and I’m excited to get started with that – computer vision is one of my favourite uses of machine learning.
So I hope you’ll join us for issue 150 and for the rest of 2025. While I may not be a spry 20-something anymore like when I started on it, the magazine is not slowing down one bit.
Enter, PiFi, a simple kit that allows you to easily create a fast and secure wireless network with just a Raspberry Pi.
The kit comes with just three items: a microSD card with the software preloaded, an Ethernet cable to plug into the nearest router, and the all-important Wi-Fi dongle that handles a lot of the heavy lifting for the wireless.
External vs internal
When plugged into a USB 3.0 socket, the wireless dongle is actually faster than the internal wireless on Raspberry Pi 4 when utilised as an access point – PiFi reckons it’s up to eight times faster, and in our tests it was definitely running noticeably faster for internal speeds.
Set up is a doddle – you literally just plug everything in and turn Raspberry Pi on. You can then connect via the smartphone app, set up a new admin password, and you’re done. There’s extra settings you can start digging around in, and you can even tunnel through a VPN if you have one. By default, WireGuard is available for connecting to a VPN; however, OpenVPN can be selected in the VPN tab of the app.
Plug and play
While PiFi is still fairly new, the documentation is very robust. Access to the latter is made available straight from the app if you fancy diving deeper into the configuration – and there’s quite a lot of depth to it, to the point where you might break some stuff. Luckily, there’s a clever hardware reset involving unplugging the dongle and waiting a minute or so before plugging it back in.
The range is fine. You won’t be replacing your home router with something like this, but it can easily work to bring better Wi-Fi to a room or corner of the house if you have a spare LAN port available. And, as we said before, it’s definitely coming with us to all future Airbnbs.
Verdict
9/10
A very good piece of kit that simplifies portable access points, with good enough wireless range to boot.
“I was inspired to create the Hackberry Pi Zero about three years ago when I found a project about reverse-engineering on Hackaday,” Zitao says. “I thought it would be really cool to have a device with a thumb keyboard, so I began reverse-engineering old BlackBerry keyboards and made it technically work. I then saw a project called Beepberry and thought it would be super-cool to create a similar device with a different BlackBerry keyboard. I basically looked to use the same design but mount a Raspberry Pi Zero 2 W instead.”
Well-connected
Beepberry – or Beepy as it’s now known – is a versatile device designed primarily to run various messaging services via the chat app Beeper. Created by Eric Migicovsky, who founded the Pebble smartwatch, Beepy uses the keyboard of a BlackBerry Classic and a Raspberry Pi Zero W. It allows access to Linux, which can be viewed on a 2.7-inch black and white LCD display.
“My start point was to design a learning tool for Linux beginners like me, but also address the pain points from the Beepberry such as using a display with a backlight and adding external USB ports,” Zitao says. It’s why the Hackberry Pi Zero has three USB 2.0 ports, made possible thanks to the use of an internal hub. “As the project progressed, I found it would also be cool to add a STEMMA-style I2C port for communicating with sensors. In this way, beginners can learn to code with Python.”
The device also has an external TF card slot so that the operating system image can be replaced very easily. Flip the device onto its back and you’ll find Zitao has added three compartments as well. One of these can be opened to reveal Raspberry Pi Zero 2 W, giving users easy access. The other two house a pair of swappable batteries and, in keeping with the mobile phone theme, these take Nokia BL-5C rechargeable lithium-ion packs. You’re able to replace them within ten seconds without killing the power.
Key to success
Of all of the components, the keyboard is arguably the most eye-catching and Zitao says the choice of BlackBerry keys was rather straightforward. “The BlackBerry keyboards are known to be good quality and they offer a great typing experience,” he notes. “The optical trackpad from a BlackBerry keyboard can work as a mouse too and this also offers a very good user experience. The choice of keyboard influenced the size of the screen because I needed them to fit alongside each other.” As it happens, it’s a perfect fit.
Zitao hasn’t stuck to using just one BlackBerry Qwerty keyboard. Although he initially chose to incorporate one from the BlackBerry Classic (or Q20), a smartphone that was unveiled in 2014, he has also created another device that makes use of the keyboard from a Q10 (unveiled the previous year). He has also developed a third variant – one that uses a keyboard from the BlackBerry Porsche Design P’9983. And there has been scope for a bit of fun.
One of the devices Zitao has made features a set of colourful buttons showing a circle, triangle, cross, and square, which gamers will instantly spot as having been inspired by Sony’s PlayStation controller. “I actually started making a Bluetooth keyboard variant of the BlackBerry keyboards about six months ago and at that time the top row of keys were the original BlackBerry-style keys,” he says. “Then a customer suggested I try PlayStation-like buttons. I found they fitted very well and were easy to print.”
Mapping the way
The keyboards needed a bit of work in order to get them to operate with Raspberry Pi – notably, hooking them up to a keyboard controller which uses a RP2040 chip. There’s an analogue button which needs to be switched on so that the keyboard controller communicates with Raspberry Pi Zero 2 W. If it is turned off, another device can be connected to the USB-C port – a PC keyboard, perhaps – and that will be used to communicate with Raspberry Pi instead.
It’s also possible to customise the keymap. “I chose the open-sourced firmware QMK to power the keyboard through the USB interface and one benefit for that is the user can remap the keyboard layout if they want by using the Vial app,” Zitao explains. “The BlackBerry keyboard only has about 40 keys so I designed three layers for the keyboard, which means each key can be mapped into three symbols or letters.”
The remapping tool vial is basically a web app and Zitao says Raspberry Pi Zero 2 W doesn’t have enough power to open it due to its limited RAM. “I designed a USB-KVM on board to make the keyboard controller chip able to communicate with the external computer so the customer can edit the keymap on their computer,” he adds. “At the same time, the hardware can make the Hackberry Pi Zero work as an emergency keyboard.”
It certainly works well. Hackers are likely to use Kali Linux – an advanced penetration testing distro for ethical hacking and network security assessments – but Zitao just likes to play around. “I’ve used the devices to learn coding with Python, learn the Linux command-line terminal, and to play some retro games. It really is a lot of fun.”
Coolest Projects is our global technology showcase for young people aged up to 18. Coolest Projects gives young creators the incredible opportunity to share the cool stuff they’ve made using digital technology with a global audience. Everyone who takes part will also receive certificates and rewards to celebrate their achievements.
What you need to know about Coolest Projects
The Coolest Projects online showcase is open to young people worldwide. Young creators can enter their projects to share them with the world in our online project gallery and join our extra special livestream event to celebrate what they have made with the global Coolest Projects community.
By taking part in Coolest Projects, young people can join an international community of young makers, represent their country, receive feedback on their projects, and get certificates to recognise their achievements.
Coolest Projects is completely free to take part in, and we welcome all digital technology projects, from young people’s very first projects to advanced builds. The projects also don’t have to be completed before they can be submitted.
Projects can be submitted to one of seven categories: Scratch, games, web, mobile apps, hardware, advanced programming, and AI (new for 2025).
Young creators up to age 18 can take part individually or in teams of up to five friends
Any young person anywhere in the world can take part in the online showcase, and there are in-person events in some countries for local creators, too (find out more below)
Submissions for the online showcase are now open and close on 28 May 2025
All creators, mentors, volunteers, teachers, parents, and supporters are invited to the special celebration livestream on 25 June 2025
We know Coolest Projects has a big impact on young people all over the world, and we can’t wait to see your creations for 2025. You can find out more about the incredible creativity and collaboration from mentors and makers worldwide in our 2024 impact report.
How to submit your project
Taking part in Coolest Projects is simple:
Young people think of an idea for their project or choose something they’ve already made and are proud of
Young people work with friends to create their project or make it on their own
Creators (with the help of mentors if needed) enter projects via the Coolest Projects website by 28 May
Creators’ projects are shared with the world in the online showcase gallery
Creators, mentors, and supporters explore the amazing projects in the online gallery and join the livestream on 25 June to celebrate young creators’ achievements with the Coolest Projects community worldwide
Mentors — entering more than one project? Sign up for a group code, and your young people can link their projects to your account.
Sign up or log in. If you don’t have one already, you’ll need to set up a Raspberry Pi account. Click on the ‘sign up’ link in the top right-hand corner of the website to create one, and provide your details. You’ll be emailed a verification code as part of the sign-up process. If you already have an account, you can just log in.
Create a group. Once signed in, you’ll be able to create a group. You’ll be asked questions about your group, including the group name and the country you’re based in, and be asked to agree to some privacy policies before continuing. You will then be able to view your group code and group submissions on your group dashboard.
Share your group code with your young people. Your group dashboard should look like this, with your group code displayed. The group code is what your young people will need to link their submissions to your account. They’ll be asked to input their group code at the start of the project submission form.
Submit your coolest projects. Every young person who uses your group code will have their project linked to your account. You can review and edit their projects in your group dashboard and submit them from there. There is no limit to the number of young people who can submit entries using your group code.
For a more detailed run-through of how to use group codes, please see our ‘how-to’ video.
Coolest Projects in-person events in 2025
As well as the global online showcase, Coolest Projects in-person events are held for young people locally in certain countries. We encourage creators to take part in both the online showcase and their local in-person event. In 2025, creators can attend the following in-person events, run by the Raspberry Pi Foundation and partner organisations around the world:
Coolest Projects Ireland, 1 March 2025 (run by the Foundation) — entry closes on Friday 14 February
Coolest Projects South Africa, 2025 date coming soon (run by CoderLevelUp)
More events are on the way, so sign up for the Coolest Projects newsletter to be sure you hear about any in-person events in your country. And if there isn’t an event near you, don’t worry, as the online showcase is open to any young person anywhere in the world.
Need help with your submission?
Coolest Projects welcomes all digital tech projects, from beginner to advanced, and there are loads of great resources available to help you help the young people in your community to take part. If you’re searching for inspiration, take a look at the 2024 showcase gallery, where you can explore the incredible projects submitted by participants last year.
You’ll find everything you need to know about all seven Coolest Projects categories on our category pages, including our brand new AI category. Our projects site is also a great place for participants to begin — there are hundreds of free step-by-step project guides to help young people create their own projects, whether they’re experienced tech creators or just getting started.
We will also be running a series of online webinars for mentors and young people to help participants develop their creations for each Coolest Projects category. Sign up for the sessions here. All sessions will be recorded, so you can watch them back if you can’t join live.
Be sure to check out the Coolest Projects guidance page for resources to help you support young people throughout their Coolest Projects journey, including a mentor guide and session plans.
There’s lots more exciting news to come, from the announcement of our VIP judges to details about this year’s swag, so sign up for updates to be the first to know.
Whether your coders have already made something that they want to share, or they’re inspired to make something new, Coolest Projects is the place for them. We can’t wait to see what they create!
Afandi Indiatsi, our Programme Coordinator in Africa, recently attended Coolest Projects South Africa 2024. Read on to hear her highlights.
What happens when creativity, enthusiasm, fun, and innovation come together? You get Coolest Projects South Africa 2024 — a vibrant showcase of students from all walks of life displaying their talent and shaping the future of technology.
Dozens of projects exhibited at the event in Cape Town
Hosted by our partner, Coder Level Up, Coolest Projects South Africa brought together creators, mentors, educators, and industry leaders to celebrate the creativity and ingenuity of young tech enthusiasts from across the country.
With nearly 200 projects submitted and dozens showcased, the event highlighted the impressive talent and potential of South Africa’s next generation of innovators.
Taking place at the University of Western Cape’s Department of Education in Cape Town, the event was a hub of excitement. Right from the start the venue was buzzing with activity, with the South African World Robot Olympiad (WRO) team kicking things off with a fantastic demonstration of their robotic inventions. Their creations came alive to cheers and applause as they performed flawlessly, leaving attendees in awe — what an inspiration they were!
Standout projects ranged from garbage collection to chocolate
The participants then presented their projects, each of which was ingenious in its own way. From hardware and visual programming to game development and website creation, there was a wealth of ideas on display — and a demonstration of the boundless potential of young minds when given the right tools and guidance. Adding to the inclusive spirit of the event, participants from Durban and East London joined remotely, their energy resonating through Zoom.
One standout project was a garbage collection robot created by an all-girls team from Nguzo Saba School. Using a LEGO kit, these creators transformed their idea into a functional invention. What made their project exceptional was their ability to improvise and enhance the kit to achieve their desired functionality. This was a true testament to their creativity, resilience, and problem-solving skills.
Another memorable presentation came from Emma, who used Scratch to tell the story of the history of chocolate. Her engaging narrative spanned the journey of chocolate from the Olmec civilisation in Latin America to today’s chocolate museums. Emma’s research was extensive, and she captivated the judges not only with her presentation but also with chocolate samples for everyone to enjoy — a sweet touch that left a lasting impression!
How Coolest Projects harnesses the power of education, creativity, and mentorship
A recurring theme throughout the event was the importance of mentorship. Many of the young people shared that they had sought guidance from mentors, teachers, and family members while developing their projects. This collaborative spirit underscored the role of supportive communities in fostering innovation and creativity among young creators.
Coolest Projects South Africa 2024 was more than a showcase of talent. It was a reminder of the transformative power of education, mentorship, and creativity. Every project had a story of passion and perseverance, and every creator left inspired to dream bigger.
As we reflect on this event — and the many other Coolest Projects events that took place around the world this past year — we are reminded that the future of technology is in capable, imaginative hands.
Get involved with Coolest Projects in 2025
Coolest Projects will be back and bigger than ever before in 2025.
The Coolest Projects online showcase is open globally to any young person up to age 18. Registration opens 14 January, and we’ll host a celebratory livestream on 25 June.
Thanks to an incredible network of partners, Coolest Projects events will also be hosted in person in many countries around the world. Go to the Coolest Projects website for more event dates and details.
From crafting interactive stories to designing captivating games, the Raspberry Pi Foundation’s coding projects offer a hands-on approach to learning, igniting creativity and developing the skills young people need, like perseverance and problem-solving. In this blog, I explore two of my favourite projects that young coders will love.
Our projects are free and open to all. They are easy-to-follow, step-by-step guides that young people use to make their own games, animations, and websites using coding languages such as Scratch, HTML/CSS, and Python. The projects introduce coding concepts one by one and allow young people to build their knowledge progressively. As such, educators and volunteers running clubs don’t need to be experienced coders, and many volunteers in our community enjoy learning alongside their club members.
The power of remixing
One of the brilliant things about our projects is how easy it is to adapt them. This is called remixing, and it gives the learner the opportunity to create and modify a brand-new project that is personal to them.
“Remixing allows beginners to tinker with a pre-existing project and make increasingly complex modifications”
Do you have the reaction speeds of an astronaut?
My favourite project brings space into the classroom. Space is such an intriguing and mysterious thing, but aspects like the extremely high speeds that satellites and the International Space Station (ISS) travel at are difficult concepts for young people to understand.
The Astronaut Reaction Time Game in Scratch introduces young people to the fact that things happen very quickly at the speed the ISS travels. It includes links to maths and science (speed, distance, time, velocity, units, calculations, operators) and, for older learners, prompts discussions on computational abstractions and problem-solving.
The project tests reaction speeds, something that real astronauts have to do as part of their training. NASA has found that reaction speeds are slower on the ISS than on Earth, possibly as a result of the stress of zero gravity. It’s also a fun activity young people can share and play with their friends. Sharing is a key part of the club environment, and this project is ideal for generating a little bit of competition.
As with all projects, a scaffolded approach is taken, with challenges set for learners so that they can complete part of the project independently. If someone is stuck, they can get a hint in the form of an explanation or sentence, which then turns into the code blocks they need to solve the problems, finally giving them the solution if they really need it.
Remix: Exploring speed on planet Earth
Club volunteers can also introduce their learners to some of our physical computing projects, or they could design their own race track that measures the speed of a vehicle. They could even develop a program on a microcontroller like a Pico or micro:bit to measure the speed of young athletes on a running track. If learners are inspired to do more space-themed projects, we have that covered in our project collection.
Unleashing the creativity of coding through colour
My other go-to project is Colourful Creations. Coding is an excellent vehicle for self-expression, and this project showcases the ways programming can be used to create digital art. It uses the turtle library, which is an excellent tool for creating designs and patterns.
The name “turtle” stems from the Logo programming language created in the 1960s. Logo is mainly known for drawing lines, shapes and patterns on the screen and using a “turtle” on the floor to draw them on paper. The turtle library is, therefore, a selection of functions that can be used for drawing.
Part of the project’s appeal is that learners are given a blank canvas to which they can apply any theme. There are limited instructions, leaving lots of space for creativity. Whether it be climate change, a period in history, or some other topic, learners can work on their own poster or in pairs to create something bigger.
Remix: From project to presentation
The possibilities for remixing are almost endless, as learners can add more screens and turn their project into a mini presentation or unleash their artistic side and go wild with colours. The learning in this project leads perfectly to more complex turtle drawing projects like Robo-Trumps, providing a solid foundation in creative computing for you to build on later.
We want you to create your own versions of these projects. You could organise a themed day, which can give learners more freedom, or link with other projects such as Astro Pi. Try remixing the projects to start with, then building up to develop new and exciting projects based on the skills that have been learnt. Happy coding!
A version of this article also appears in Hello World issue 24.
The digital revolution has reshaped every facet of our lives, underscoring the need for robust computing education. At the Raspberry Pi Foundation our mission is to enable young people to realise their full potential through the power of computing and digital technologies. Since starting out in 2008 as a UK-based educational charity, we’ve grown into a global leader in advancing computing literacy.
At the heart of our efforts lies a simple yet powerful vision: to ensure every young person develops the knowledge, skills, and confidence to use digital technologies effectively. This includes understanding societal and ethical issues, using technology for creative problem solving, and fostering a mindset of adaptability that will enable them to thrive amid rapid technological change.
A vision for global computing education
To realise this vision, we developed The Computing Curriculum (TCC). Launched in 2018 as part of the UK’s National Centre for Computing Education, TCC is a comprehensive set of free teaching resources tailored for students aged 5–16. Over the years, the curriculum has evolved through rigorous testing and teacher feedback, which has helped to make it one of the most effective and inclusive computing education tools globally.
Contextualising computing education for India
India’s vast diversity — in languages, social and economic contexts, and educational infrastructure — creates unique challenges and opportunities. As a result, we at the Raspberry Pi Foundation have adapted and localised our computing curriculum to meet the needs of Indian students. Collaborations with the Telangana Social Welfare Residential Educational Institutions Society (TGSWREIS) and the Odisha Mo School programme have been pivotal in this endeavour.
Modelling data using a spreadsheet (Grade 9)
Creating media — audio production (Grade 7)
In Telangana, we adapted TCC to create a 70+ hour computing curriculum designed for government schools with limited resources. Similarly, in Odisha, elements of this curriculum have been tailored to develop Kaushali, an IT and coding curriculum for over 8,000 state schools. This localised approach ensures that computing education becomes accessible and relevant for students across India.
A curriculum designed for impact
The computing curriculum for India spans Grades 6 to 10 (age group 11-16) and is structured to ensure progressive learning. Students revisit foundational concepts repeatedly, building on prior knowledge as they advance through the grades. The curriculum emphasises forming a strong understanding of concepts over rote learning and integrates research-informed pedagogical approaches.
We tested our localised curriculum resources in Telangana Coding Academy, and there was lots of positive feedback from educators and observers.Overall, the educators were happy with the content format, and the observers noted that students enjoyed learning and completing the activities. This was also evident from the student discussion notes and student survey responses.
“[…] this content is more than what we are expecting for the school years[…] this time they [are] having [a] practical session. So they are very happy to do it and whenever they are free[,] they will come and ask us. ‘[C]an you take [an] extra class for us?’” – Educator
“[…] They are very [appreciative of] the content and [t]hey [are] learning very well, and the response is very good.” – Educator
Key features of the curriculum:
Tailored content: Materials are customised to align with the proficiency levels and contexts of Indian students, ensuring accessibility
Localised examples: By incorporating culturally relevant examples, students find the learning experience relatable and engaging
Simplified language: Designed for students who may lack confidence in English, the curriculum employs clear and concise language for better comprehension
Hands-on learning: Practical activities, including projects and model creation, solidify understanding and foster creativity
Ready-to-use resources: Teachers are equipped with lesson plans, presentations, worksheets, and activity sheets, reducing preparation time and enhancing delivery
Learning objectives: The curriculum focuses on equipping students with:
An understanding of digital systems and their impact on people and society
Computational thinking and problem-solving skills for real-world applications
Confidence and knowledge to become creators and innovators
Awareness of digital citizenship and responsible technology use
Curriculum structure: Each academic year includes 30–34 sessions, each lasting 45–60 minutes. Lessons are structured into deliverable units comprising detailed plans, presentations, and worksheets. Both plugged (computer-based) and unplugged (activity-based) learning methods are used, with a 60:40 ratio, ensuring balanced and inclusive learning experiences.
Sample progression across grades:
Curriculum highlights
Grade 6: Building a foundation
Students develop foundational computer skills, learn basic text formatting, and explore introductory programming concepts using Scratch. They also begin to understand how to group and describe objects based on their properties.
Grade 7: Expanding horizons
Students delve into computer networks, the internet, and the World Wide Web. They learn to use loops in Scratch programming and explore data organisation using flat-file databases and spreadsheets.
Grade 8: Deepening understanding
Students gain a deeper understanding of how computer systems function and use spreadsheets for data analysis. They continue to build their programming skills in Scratch, focusing on sequences, variables, and selection. They are also introduced to HTML and CSS for basic web development.
Grade 9: Exploring advanced concepts
Students learn about data representation, including binary and character coding schemes. They design and create websites using HTML and CSS, incorporating accessibility and good web design principles. They also explore the layers of computing systems, including hardware, operating systems, and logic circuits.
Grade 10: Applying knowledge and skills
Students explore advanced data representation, including image and sound representation. They are introduced to cybersecurity concepts and delve deeper into Python programming, focusing on selection and iteration. They also learn about data science and how to create a blog to support a cause.
Assessment framework: To measure student progress effectively, the curriculum incorporates both formative and summative assessments:
Formative assessments: Embedded in lessons to monitor progress and identify misconceptions early.
Summative assessments: Provide a holistic overview of learning outcomes through tools like multiple-choice quizzes and rubrics. These assessments focus on understanding concepts and skills, moving beyond mere code writing.
Bridging the digital divide
Our localised computing curriculum is more than a technical education initiative — it is helping to bridge the digital divide. By empowering students with essential digital skills, it fosters innovation, enhances employability, and enables young people to participate actively in the global digital economy.
The road ahead
As technology continues to evolve, so does the need for adaptive and inclusive computing education. We remain committed to supporting governments, educators, and students in this journey. By fostering a generation of digitally literate and empowered individuals, we can create a future where technology serves as a force for good in society.
Through collaborations and localised efforts, the dream of making computing education accessible to every corner of India is steadily becoming a reality. Together, we can equip students with the skills and mindset needed to navigate the complexities of the digital age and shape a brighter, more inclusive future.
The latest edition of The MagPi covers all the new products in depth, with detailed specifications, documentation, and interviews with the CM5 engineer. We’ve also got information on the new Raspberry Pi Pico 2 W, Raspberry Pi Hub, and Raspberry Pi Connect service.
There’s a lot of new products this month and we haven’t forgotten about the makers. This month’s mag is also packed with projects, from a Hackberry Pi to an Adventure Time electric guitar.
Priority Boarding is back!
Raspberry Pi 500 is in high demand. Subscribers to The MagPi can buy a Raspberry Pi 500 first with our Priority Boarding scheme. Take out a subscription to The MagPi and you’ll get a code via email to skip the line and get your Raspberry Pi 500 computer.
Introducing Compute Module 5
Compute Modules make it easier for embedded customers to build custom products using Raspberry Pi hardware. Compute Module 5 puts all the power of Raspberry Pi 5 into an embeddable, programmable board that can be placed inside a development product.
Hackberry Pi Zero
This project takes an original keyboard from a BlackBerry phone and combines it with an ultra-modern Raspberry Pi Zero 2 W and 4-inch display.
Adventure Time Guitar
Raspberry Pi 5 is “the beating heart” of this impressive Adventure Time Self-Playing Guitar which features programmable buttons, custom speakers, and a touchscreen.
Get started with Raspberry Pi
It’s that time of the year when we welcome a new generation of makers to Raspberry Pi. Find out how to connect everything up, run an OS, and start using your Raspberry Pi with our guide to desktop computing and digital making.
Build your own streaming server
This month KG builds a specialised LibreELEC-based Kodi box so our TV can talk to a server we build in issue 148. We look at receiving those streams beyond the web interface by building a streaming media receiver box for your TV
Micro Journal
This Raspberry Pi Zero 2-based computer offers distraction-free writing Micro Journal is a modern solution with a nostalgic twist with all the charm of a vintage typewriter and delicious clicky Cherry MX keys.
We’ve been looking forward to the new Raspberry Pi Monitor for ages now – the inexpensive and lightweight display is perfect for so many uses, whether you’re in a classroom, at your desk, or on the go. We have five to giveaway, and you can enter the competition below…
We are excited to share our report on the impact of the 2023/24 Astro Pi Challenge. Earlier this year we conducted surveys and focus groups with mentors who took part in the Astro Pi Challenge, to understand the value and impact the challenge offers to young people and mentors. You can read the full report here, but here are the highlights.
What is the Astro Pi Challenge?
The European Astro Pi Challenge is an ESA Education project run in collaboration with the Raspberry Pi Foundation. It offers young people the amazing opportunity to learn how to code and conduct scientific investigations in space, by writing computer programs that run on Raspberry Pi computers on board the International Space Station (ISS). The annual Astro Pi Challenge is open to young people up to age 19 in ESA member and associate countries.
Each year, there are two missions: Mission Zero and Mission Space Lab.
Five reasons to take part in the Astro Pi Challenge
Based on the findings in this report, we wanted to highlight five great reasons to take part in the Astro Pi Challenge, and direct you to some resources to help you get started — there is still plenty of time to enter the 2024/25 challenge!
1. Young people get to run their code in space
Mentors told us how excited young people were to be working on something that connected with the real world, and how proud they were that their code ran on the International Space Station.
“Participating in Mission Space Labs offers students a great opportunity to work with the International Space Station, to see the Earth from above, to challenge them to overcome the terrestrial limits.” – Mission Space Lab mentor
2. Young people are inspired to continue to learn
91% of mentors told us that young people who successfully wrote code for Mission Space Lab were likely or very likely to participate in computing and digital making challenges in the future.
Mission Zero mentors shared that young people who saw others take part in the mission were inspired to get involved.
3. Young people learn new skills
Mission Space Lab mentors told us that young people who successfully wrote code for Mission Space Lab had a greater understanding of STEM concepts, and increased their skills and confidence in computing and digital making.
Mentors also said that Mission Zero provides a great first step into using Python.
“I think it was very good at setting up the first bit of Python and just having a very limited command set and a very quick result…” – Mission Zero mentor
4. Astro Pi mentors have fun
It’s not just the young people that enjoy Astro Pi — 95% of Mission Space Lab mentors and 99% of Mission Zero mentors said they somewhat or very much enjoyed taking part.
5. We provide the resources and support Astro Pi mentors need
Mentors gave us positive feedback on the guidance we provided to help them support young people. This year, we have produced even more resources and ways to support mentors to lead missions.
“The Mission [Space] Lab guide was fantastic for my students; step by step” – Mission Space Lab mentor
How to get involved
Astro Pi opened for registration on 16 September this year, and there is still plenty of time for you to sign up and run the missions with your young people. You can find all the information you need to take part on astro-pi.org, including the mentor guides, which help you prepare to run the activities.
We also provide project guides for Mission Zero and Mission Space Lab that walk young people through the steps they need to follow to get a working program ready for submission.
If you would like some help getting started, you can:
Key dates
17:30 – 18:30 CET, 16 January – Mission Space Lab livestream and technical Q&A 17:30 – 18:30 CET, 28 January – Mission Zero codealong 09:00 CET, 24 February – Mission Space Lab closes 09:00 CET, 24 March – Mission Zero closes
Wax differs from most existing music managers in three ways. Instead of individual tracks, music is catalogued as ‘works’ – such as an album, a symphony, an opera, etc. Secondly, works are categorised by genre, but it also allows you to tag works in a way that is relevant to the genre too; symphonic works can include composer and conductor, while pop music comes with the group and title.
The final feature is that it will start playing music as soon as you’ve given it enough requirements (in the form of metadata), which you can then change on the fly.
Multi-core wonder
Wax is specifically designed for Raspberry Pi 4 because of its quad-core processor. “Wax uses one core to run the user interface, one for playing, one for ripping, and the fourth for time-consuming tasks like fetching metadata from the cloud, like MusicBrainz and Cover Art Archive,” Jeffrey says. “Many audiophiles worry needlessly that burdening a processor involved in playing a sound file can impair the quality of the sound it produces. The multi-processing architecture of Wax obviates this concern as the core responsible for playing the music is not simultaneously performing any other tasks.”
From the app you can select music starting by genre. “Works by the same composer are listed together,” Jeffrey tells us. “Likewise, multiple versions of each work are listed together. This hierarchical sorting makes it easy to survey the collection for the desired recording – possibly one that you forgot you had. Wax also provides incremental search if you already have a specific work in mind.”
Individual tracks or even the entire work can be added to the queue. You can also group tracks within a work – perhaps to represent the acts of an opera. “The other interesting feature is that the values in any column can alternatively be represented as a filter button,” Jeffrey continues. “[I can convert] the ‘subgenre’ field to a filter button by dragging the column header to the filter button area. Selecting a value with the filter button removes works from the list that do not match that value.”
Dive deeper
While the ‘gears and levers’ are usually hidden, you can enter a robust edit mode that lets you customise metadata, as well as creating new metadata for works. You can use the metadata downloaded from the online sources when creating and editing too.
Specific data is used to filter inside genres – the categories of data can be edited too. “WaxConfig is a separate program used for configuring Wax,” Jeffrey says. “Most importantly, this is where you specify genres, including their name and the primary and secondary keys. The Info page provides information about your collection, including the number of works in each genre.”
You can see an example of this in the image to the left. Jeffrey has put together a very in-depth guide on how to install and setup Wax, as well as going into more depth on how to use it. Performance on Raspberry Pi 4 is good too, especially on Jeffrey’s setup.
“I run Wax on a Raspberry Pi 4 with 4 GB of RAM,” Jeffrey tells us. “I use the NanoSound One DAC with the Argon One M.2 case. The NanoSound One DAC uses the TI PCM5122 DAC for high-quality audio output – 112 dB SNR. The Argon case makes it possible to integrate a 2TB SSD which I use for storing my sound archive.”
Even with the high-power audio hardware and no active cooling, the CPU temperature only reached 45C, with a CPU load of 2.4 (of a theoretical maximum of 4.0 due to the quad-core architecture). He even reckons a 2GB Raspberry Pi would do the job just fine.
“Wax makes it easy to find and appreciate the music I want to hear,” Jeffrey says. “Finding a recording of a specific work was often hard and always inconvenient when I had to sort through thousands of LPs and CDs. With Wax, I can make a selection from the comfort of my listening position. I sacrifice nothing for this convenience because Wax presents all the information I need to appreciate the recording — artist names, for example — and I am able to explore further, as I used to do by reading record jackets or CD liner notes, by accessing Wikipedia and liner notes in Wax from the comfort of my listening position. Instead of a wall full of recordings, my entire collection now fits in a tiny box powered by a Raspberry Pi.”
AI, machine learning (ML), and data science infuse our daily lives, from the recommendation functionality on music apps to technologies that influence our healthcare, transport, education, defence, and more.
What jobs will be affected by AL, ML, and data science remains to be seen, but it is increasingly clear that students will need to learn something about these topics. There will be new concepts to be taught, new instructional approaches and assessment techniques to be used, new learning activities to be delivered, and we must not neglect the professional development required to help educators master all of this.
As AI and data science are incorporated into school curricula and teaching and learning materials worldwide, we ask: What’s the research basis for these curricula, pedagogy, and resource choices?
In 2024, we showcased researchers who are investigating how AI can be leveraged to support the teaching and learning of programming. But in 2025, we look at what should be taught about AI, ML, and data science in schools and how we should teach this.
Our 2025 seminar speakers — so far!
We are very excited that we have already secured several key researchers in the field.
On 21 January, Shuchi Grover will kick off the seminar series by giving an important overview of AI in the K–12 landscape, including developing both AI literacy and AI ethics. Shuchi will provide concrete examples and recently developed frameworks to give educators practical insights on the topic.
Our second session will focus on a teacher professional development (PD) programme to support the introduction of AI in Upper Bavarian schools. Franz Jetzinger from the Technical University of Munich will summarise the PD programme and share how teachers implemented the topic in their classroom, including the difficulties they encountered.
Again from Germany, Lukas Höper from Paderborn University, with Carsten Schulte will describe important research on data awareness and introduce a framework that is likely to be key for learning about data-driven technology. The pair will talk about the Data Awareness Framework and how it has been used to help learners explore, evaluate, and be empowered in looking at the role of data in everyday applications.
Our April seminar will see David Weintrop from the University of Maryland introduce, with his colleagues, a data science curriculum called API Can Code, aimed at high-school students. The group will highlight the strategies needed for integrating data science learning within students’ lived experiences and fostering authentic engagement.
Later in the year, Jesús Moreno-Leon from the University of Seville will help us consider the thorny but essential question of how we measure AI literacy. Jesús will present an assessment instrument that has been successfully implemented in several research studies involving thousands of primary and secondary education students across Spain, discussing both its strengths and limitations.
What to expect from the seminars
Our seminars are designed to be accessible to anyone interested in the latest research about AI education — whether you’re a teacher, educator, researcher, or simply curious. Each session begins with a presentation from our guest speaker about their latest research findings. We then move into small groups for a short discussion and exchange of ideas before coming back together for a Q&A session with the presenter.
Attendees of our 2024 series told us that they valued that the talks “explore a relevant topic in an informative way“, the “enthusiasm and inspiration”, and particularly the small-group discussions because they “are always filled with interesting and varied ideas and help to spark my own thoughts”.
The seminars usually take place on Zoom on the first Tuesday of each month at 17:00–18:30 GMT / 12:00–13:30 ET / 9:00–10:30 PT / 18:00–19:30 CET.
You can find out more about each seminar and the speakers on our upcoming seminar page. And if you are unable to attend one of our talks, you can watch them from our previous seminar page, where you will also find an archive of all of our previous seminars dating back to 2020.
How to sign up
To attend the seminars, please register here. You will receive an email with the link to join our next Zoom call. Once signed up, you will automatically be notified of upcoming seminars. You can unsubscribe from our seminar notifications at any time.
“I love the idea of using bumper stickers as a form of self-expression, but I got to thinking about how ‘permanent’ they are, and how my own style, mood and taste tends to change relatively quickly,” he says. “I wanted to see how I could resolve those things – could I make a bumper sticker that was always up to date? Would it still be interesting if it wasn’t permanent?”
On track
Figuring a changeable bumper sticker would be both practical and fun, he initially decided to experiment by connecting a Raspberry Pi Zero 2 W computer to a 5-volt HDMI display before working out a way to gather and share information about the song he was currently listening to in near real-time. He figured the best method would be to connect the Raspberry Pi device to the internet and make use of the online music service Last.fm. “It’s a ‘scrobbling’ tool that you can use to keep track of everything you listen to, regardless of where you’re listening from,” Guy explains.
By connecting Spotify to his Last.fm account, Guy had a way of grabbing details about his most recently played tune. Raspberry Pi could then pull that information and send it to the display for others to view. Since he wanted his project to look like a bumper sticker, this entailed creating an easily updated graphic – one with black text on a yellow background – that could be easily updated with new details – and Guy came up with the idea of using an image file that could be produced and rendered just before it was shown.
To enable this, Guy turned to a social website called Val Town which allows developers to code in the cloud. He wrote a small chunk of code – referred to as a val – that would access and fetch his Last.fm profile to gather details of the last song he was listening to. He then, with the assistance of Val Town’s AI, wrote another val to use a Javascript HTML5 canvas library to lay out the bumper sticker using the information gathered. This involved a lot of trial and error to make the text fit correctly, but he was able to successfully create, export and display a PNG image without any manual intervention.
Driving forward
With the nuts and bolts of the project in place, it was time to start refining. “I always start with components I already have or already know how to use,” Guy says. “I then quickly get as close as I can to a finished version, and then I see if there are any deal-breakers or cheap and obvious ways to improve the design. I find that momentum, as well as the ability to see and feel a project early on, really helps me stay on track, even if I know I’m going to have to revise things.
Given the idea was to create a device that looked as much like a real bumper sticker as possible, Dupont swapped out the display for an 11.3-inch strip LCD. “Size, shape, and readability came before anything else,” he explained. Figuring he’d be drawing power from a 12-volt car battery, he also grabbed a couple of breakout connectors and a buck converter to knock the power down to five volts.
Initial plans to connect the Raspberry Pi computer to the internet using a hotspot on his phone were revised as well. Dupont realised that he’d need to manually connect Raspberry Pi to the hotspot every time he got into his car and he knew, in his heart of hearts, that he would eventually tire of doing this, causing him to eventually consign the project to a drawer. To avoid this situation, he utilised a Particle Baron IoT development board which he also happened to have lying around.
“The main advantage of the board versus using the phone as a hotspot is that I never have to touch it or remember to turn it on,” he says. The board connects to Raspberry Pi and uses cellular data, the bonus being there are no monthly fees. The data is limited in quantity, but there’s more than enough for Guy’s intended use which makes for a perfect fit. With everything working, it was then a case of installing it, which required a spot of in-car wiring – and some dismantling of the vehicle’s interior panels.
The right path
The Raspberry Pi and other components were affixed to the back of the display panel which was also fitted with magnets to allow the device to be easily secured to the back of the car. For a neat finish, the device was placed in a heat-shrink sleeve that happened to be the perfect size. A bit of cutting was then required to allow the screen to show through, and Guy used some glue around the cuts for weatherproofing.
It works well. Powered by the car battery as soon as the vehicle is turned on, it immediately connects to the internet, grabs the required information and displays it. “Honestly, everything went pretty smoothly with this build,” Guy said. “It’s funny, but the thing that held me up the most was trying to figure out which HDMI settings would make this oddball display show what I wanted it to!”
Guy particularly likes the fact that it’s entirely automated so he always knows that it’ll be displaying his songs when he tootling down the road. “It lives with the car, which also means the sticker continues to work even if my wife is driving,” he laughs. “I’m afraid to ask whether she thinks that’s a bug or feature!”
“Using a Raspberry Pi Pico, a light dependent resistor (LDR), a breadboard, some DuPont cables, and tape, I automated the famous Google T-Rex game,” Bas explains. “The LDR detects differences in analogue measurements whenever it senses cacti, which are always dark-coloured and appear on the same plane. The analogue-digital converter [ADC] port of the Pico measures each passing cactus ten times per second. After a 0.2-second delay, the Human Interface Device [HID] library simulates pressing the ‘up’ button on the keyboard, making the T-Rex jump at the right time.”
For Bas it was a fun way to show people he teaches and trains how the HID libraries work in code: “I’ve found that simulating single or multiple key presses with embedded processors stimulates the creativity and inventiveness of training participants,” he tells us.
See the light
Raspberry Pi Pico was the obvious choice for Bas. “[It’s] easy to obtain, very cost-effective, and supports MicroPython, CircuitPython, and Arduino C++,” Bas says. “It has a small form factor, can be easily soldered onto a prototyping board using castellated connections, or placed into a breadboard using headers. Personally, I like the Pimoroni Pico Explorer Base for prototyping, as it includes a breadboard, LCD screen, buttons, and breakout connectors. I especially appreciate the MicroPython and CircuitPython capabilities – they’re easy to explain to students, powerful, [and have a] wide range of libraries.”
The build itself is fairly simple – an LDR is placed in front of the screen, with tape acting as ‘blinders’ to stop other light interference. A pull-up resistor was used to stabilise the measurements too.
“The program displayed the measured [light] values in real time, making it easy to define and adjust the threshold values to trigger the T-Rex’s jump,” Bas further explains. “I stored the delay time for simulating the ‘up’ button press in a Python variable, allowing for easy adjustments through Thonny.”
Jumping ahead
What’s next for the T-Rex Jumper? “I have various future plans for these types of educational setups,” Bas says. “I’m always excited when participants in my trainings come up with creative ideas for using HID functions in combination with sensors and actuators, as it means I’ve succeeded in educating them about computer science and improving their digital literacy. Personally, I find it very rewarding to develop and create accessibility tools for people with disabilities, as they can greatly improve quality of life and make a meaningful difference.
Speaking of the creative ideas they came up, here’s just a few: automatic typing poem generators, pedal-based keyboards, automated testing tools for user interfaces, automatic swiping of dating apps… the list goes on.
The digital skills gap is one of the biggest challenges for today’s workforce. It’s a growing concern for educators, employers, and anyone passionate about helping young people succeed.
Digital literacy is essential in today’s world, whether or not you’re aiming for a tech career — yet too many young people are entering adulthood without the skills to navigate it confidently and recent research shows that many young people finish school without formal digital qualifications.
Whilst this challenge is a global one, we’re exploring solutions in England where computing has been part of the national curriculum for a decade and the option of studying for a qualification (GCSE) in computer science is available to many 14-year-olds.
The SCARI report shows that GCSE computer science isn’t available in every school in England, and even where it is available, only a fraction of students opt to study it. Where GCSE computer science is offered, the focus is not on broader digital skills, but more on programming and theoretical knowledge which, while important, doesn’t support young people with the knowledge they need to succeed in the modern workplace.
How the Manchester Baccalaureate will help tackle the digital divide
At the Raspberry Pi Foundation, we’re working with the Greater Manchester Combined Authority to tackle this challenge head-on. Together, as part of their Manchester Baccalaureate initiative, we’re developing a self-paced course and certification to tackle the digital skills gap directly.
The Raspberry Pi Foundation Certificate in Applied Computing is designed to be accessed by any pupil, anywhere. It includes a series of flexible modules that students can work through at their own pace. Targeted at young people ages 14 and up, the certificate covers three stages:
Stage 1 – Students gain essential digital skills, preparing them for a wide range of careers
Stages 2 and 3 – Students dive into specialisations in key tech areas, building expertise aligned with in-demand roles
What we’ve learnt in Manchester so far
We recently visited Oasis Academy Media City to hold a workshop on digital skills and get input on the certificate. We welcomed educators and industry experts to share their insights, and their feedback has been invaluable.
Teachers pointed out a common challenge: while they see the importance of digital skills, they often lack the time and resources to add new material to an already packed curriculum. By offering the certification as bite-sized modules that focus on specific skills, it makes it easier to slot the content into the timetable, and helps students with limited access to school (due to illness, for example) engage with the course.
Educators were particularly excited about the opportunity for students to specialise in areas tied to in-demand roles that are currently being recruited for and our goal is to make the qualification engaging and relevant, helping students see how their learning applies in the real world.
Next steps
We’re thrilled to share that, in November, we’ll be piloting this qualification in schools throughout Manchester. We’ll gather invaluable feedback from young people as they embark on this learning experience, which will help us refine the course.
Our full qualification will launch in 2025, and we can’t wait to help students approach their futures with curiosity and confidence.
Artificial intelligence (AI) is transforming industries, and education is no exception. AI-driven development environments (AIDEs), like GitHub Copilot, are opening up new possibilities, and educators and researchers are keen to understand how these tools impact students learning to code.
In our 50th research seminar, Nicholas Gardella, a PhD candidate at the University of Virginia, shared insights from his research on the effects of AIDEs on beginner programmers’ skills.
Nicholas Gardella focuses his research on understanding human interactions with artificial intelligence-based code generators to inform responsible adoption in computer science education.
Measuring AI’s impact on students
AI tools are becoming a big part of software development, but what does that mean for students learning to code? As tools like GitHub Copilot become more common, it’s crucial to ask: Do these tools help students to learn better and work more effectively, especially when time is tight?
This is precisely what Nicholas’s research aims to identify by examining the impact of AIDEs on four key areas:
Performance (how well students completed the tasks)
Workload (the effort required)
Emotion (their emotional state during the task)
Self-efficacy (their belief in their own abilities to succeed)
Nicholas conducted his study with 17 undergraduate students from an introductory computer science course, who were mostly first-time programmers, with different genders and backgrounds.
By luckybusiness
The students completed programming tasks both with and without the assistance of GitHub Copilot. Nicholas selected the tasks from OpenAI’s human evaluation data set, ensuring they represented a range of difficulty levels. He also used a repeated measures design for the study, meaning that each student had the opportunity to program both independently and with AI assistance multiple times. This design helped him to compare individual progress and attitudes towards using AI in programming.
Less workload, more performance and self-efficacy in learning
The results were promising for those advocating AI’s role in education. Nicholas’s research found that participants who used GitHub Copilot performed better overall, completing tasks with less mental workload and effort compared to solo programming.
Nicholas used several measures to find out whether AIDEs affected students’ emotional states.
However, the immediate impact on students’ emotional state and self-confidence was less pronounced. Initially, participants did not report feeling more confident while coding with AI. Over time, though, as they became more familiar with the tool, their confidence in their abilities improved slightly. This indicates that students need time and practice to fully integrate AI into their learning process. Students increasingly attributed their progress not to the AI doing the work for them, but to their own growing proficiency in using the tool effectively. This suggests that with sustained practice, students can gain confidence in their abilities to work with AI, rather than becoming overly reliant on it.
Students who used AI tools seemed to improve more quickly than students who worked on the exercises themselves.
A particularly important takeaway from the talk was the reduction in workload when using AI tools. Novice programmers, who often find programming challenging, reported that AI assistance lightened the workload. This reduced effort could create a more relaxed learning environment, where students feel less overwhelmed and more capable of tackling challenging tasks.
However, while workload decreased, use of the AI tool did not significantly boost emotional satisfaction or happiness during the coding process. Nicholas explained that although students worked more efficiently, using the AI tool did not necessarily make coding a more enjoyable experience. This highlights a key challenge for educators: finding ways to make learning both effective and engaging, even when using advanced tools like AI.
AI as a tool for collaboration, not replacement
Nicholas’s findings raise interesting questions about how AI should be introduced in computer science education. While tools like GitHub Copilot can enhance performance, they should not be seen as shortcuts for learning. Students still need guidance in how to use these tools responsibly. Importantly, the study showed that students did not take credit for the AI tool’s work — instead, they felt responsible for their own progress, especially as they improved their interactions with the tool over time.
Rick Payne and team / Better Images of AI / Ai is… Banner / CC-BY 4.0
Students might become better programmers when they learn how to work alongside AI systems, using them to enhance their problem-solving skills rather than relying on them for answers. This suggests that educators should focus on teaching students how to collaborate with AI, rather than fearing that these tools will undermine the learning process.
Bridging research and classroom realities
Moreover, the study touched on an important point about the limits of its findings. Since the experiment was conducted in a controlled environment with only 17 participants, researchers need to conduct further studies to explore how AI tools perform in real-world classroom settings. For example, the role of internet usage plays a fundamental role. It will be relevant to understand how factors such as class size, prior varying experience, and the age of students affect their ability to integrate AI into their learning.
In the follow-up discussion, Nicholas also demonstrated how AI tools are becoming more accessible within browsers and how teachers can integrate AI-driven development environments more easily into their courses. By making AI technology more readily available, these tools are democratising access to advanced programming aids, enabling students to build applications directly in their web browsers with minimal setup.
The path ahead
Nicholas’s talk provided an insightful look into the evolving relationship between AI tools and novice programmers. While AI can improve performance and reduce workload, it is not a magic solution to all the challenges of learning to code.
Based on the discussion after the talk, educators should support students in developing the skills to use these tools effectively, shaping an environment where they can feel confident working with AI systems. The researchers and educators agreed that more research is needed to expand on these findings, particularly in more diverse and larger-scale educational settings.
As AI continues to shape the future of programming education, the role of educators will remain crucial in guiding students towards responsible and effective use of these technologies, as we are only at the beginning.
Join our next seminar
In our current seminar series, we are exploring how to teach programming with and without AI technology. Join us at our next seminar on Tuesday, 10 December at 17:00–18:30 GMT to hear Leo Porter (UC San Diego) and Daniel Zingaro (University of Toronto) discuss how they are working to create an introductory programming course for majors and non-majors that fully incorporates generative AI into the learning goals of the course.
To sign up and take part in the seminar, click the button below — we’ll then send you information about joining. We hope to see you there.
The Poly+ 5 is a Raspberry Pi 5 case in two flavours and colours. The case itself is moulded plastic with none of the aluminium work we’ve come to expect. The slightly transparent slidable top cover is available in red or black with a black base in both cases. The standard model comes with a 30mm PWM fan and an array of heatsinks. For a few more pounds you can opt for the mightier THRML-30 unit if you’re going to be running things hot. This is a similar unit to the official cooler with a fan and a large heatsink in one. If you forgo the fan you can fit a standard HAT in the case too (albeit one without any protrusions).
Assembling the case is straightforward. Attach the fan to the cover, pop on the heatsinks and clip everything together. It took no more than a few minutes. This is a clip-together screwless case (with the exception of the fan). The fan connects to the new fan header, so you get active, responsive cooling, just like the official equivalent.
In that case
In terms of usage: well, it’s a case and it does that job well. At no point did the Raspberry Pi leap out and do a runner, so we’ll call that a win. The fan was whisper-quiet throughout. There are no impediments to port access with the exception of the GPIO, which is fully covered. A thoughtful touch is the addition of a power button in a striking orange on the exterior, and next to that, unusually for a budget case, is a cover for the SD card (although this cannot be secured as with the NEO case). The base features ventilation slats to ensure good air movement from the fan. It stands on four rubber feet (also supplied).
Argon is trying to bring its design ethos to the budget market, and does it succeed? It’s certainly pleasing to look at, although lacking the sleek lines of the ONE or the elegant curvature of the official cases. What it does have in spades is value for money. At just £6 this is a great choice if you just need a protective, cooling.
Verdict
8/10
It’s a case. No fancy features, no extravagant design, no fancy lights. It is something that will protect and cool your Raspberry Pi well and at a fantastic price. If that’s what you need, look no further.
“I used Raspberry Pi because I was recently working with Raspberry Pi and cameras for another project, a digital sensor for a film camera,” says Michael. “Although there are definitely simpler solutions with cheaper microcontrollers, I find it valuable to start with techniques I know rather than going down rabbit holes of learning new tools. I used two separate boards because Raspberry Pi 5 is my home server and NAS, which I did not want to mount on the kitchen window.”
But there’s a catch: the food that Michael was leaving out for the cats was also attracting birds, for which cat food is potentially unhealthy, so he needed to find a way of identifying birds and scaring them away. He eventually settled on a minimal solution that just – only just – qualifies for the label of ‘robot’: an actuator (a Tower Pro micro servo) connected to a chopstick that taps on the window to scare the birds away. If Raspberry Pi 5 detects a bird, it sends a request to Raspberry Pi Zero to activate the servo.
“Defining ‘robot’ is hard to pin down and frequently leads to disagreement among roboticists,” says Michael. “I believe that a robot is any physical thing with sensors and actuators. While some definitions require autonomy, that excludes arguably robotic things like human-piloted mecha or heavy industrial equipment. Relaxing the requirement of autonomy frames robots as tools that complement rather than supplant our abilities, which I find valuable in the current hype wave of AI and ML.
“There are commercial products that do similar things, like the Bird Buddy or pet-oriented indoor security cameras. By the time that I could hack those to get the functionality I wanted, I might as well have started with open-source tools.”
“My favorite projects include Blossom, an open-source robot platform that I developed during my PhD, and the Leica MPi, a swappable digital sensor for a Leica film camera. I’m currently taking a sabbatical at the Recurse Center, a programming retreat in New York, where I am exploring alternative HCI hardware and brushing up on AIML for robotics.”
Have you heard of ChatGPT, Gemini, or Claude, but haven’t tried any of them yourself? Navigating the world of large language models (LLMs) might feel a bit daunting. However, with the right approach, these tools can really enhance your teaching and make classroom admin and planning easier and quicker.
That’s where the OCEAN prompting process comes in: it’s a straightforward framework designed to work with any LLM, helping you reliably get the results you want.
The great thing about the OCEAN process is that it takes the guesswork out of using LLMs. It helps you move past that ‘blank page syndrome’ — that moment when you can ask the model anything but aren’t sure where to start. By focusing on clear objectives and guiding the model with the right context, you can generate content that is spot on for your needs, every single time.
5 ways to make LLMs work for you using the OCEAN prompting process
OCEAN’s name is an acronym: objective, context, examples, assess, negotiate — so let’s begin at the top.
1. Define your objective
Think of this as setting a clear goal for your interaction with the LLM. A well-defined objective ensures that the responses you get are focused and relevant.
Maybe you need to:
Draft an email to parents about an upcoming school event
Create a beginner’s guide for a new Scratch project
Come up with engaging quiz questions for your next science lesson
By knowing exactly what you want, you can give the LLM clear directions to follow, turning a broad idea into a focused task.
2. Provide some context
This is where you give the LLM the background information it needs to deliver the right kind of response. Think of it as setting the scene and providing some of the important information about why, and for whom, you are making the document.
You might include:
The length of the document you need
Who your audience is — their age, profession, or interests
The tone and style you’re after, whether that’s formal, informal, or somewhere in between
All of this helps the LLM include the bigger picture in its analysis and tailor its responses to suit your needs.
3. Include examples
By showing the LLM what you’re aiming for, you make it easier for the model to deliver the kind of output you want. This is called one-shot, few-shot, or many-shot prompting, depending on how many examples you provide.
You can:
Include URL links
Upload documents and images (some LLMs don’t have this feature)
Copy and paste other text examples into your prompt
Without any examples at all (zero-shot prompting), you’ll still get a response, but it might not be exactly what you had in mind. Providing examples is like giving a recipe to follow that includes pictures of the desired result, rather than just vague instructions — it helps to ensure the final product comes out the way you want it.
4. Assess the LLM’s response
This is where you check whether what you’ve got aligns with your original goal and meets your standards.
Keep an eye out for:
Hallucinations: incorrect information that’s presented as fact
Misunderstandings: did the LLM interpret your request correctly?
Bias: make sure the output is fair and aligned with diversity and inclusion principles
A good assessment ensures that the LLM’s response is accurate and useful. Remember, LLMs don’t make decisions — they just follow instructions, so it’s up to you to guide them. This brings us neatly to the next step: negotiate the results.
5. Negotiate the results
If the first response isn’t quite right, don’t worry — that’s where negotiation comes in. You should give the LLM frank and clear feedback and tweak the output until it’s just right. (Don’t worry, it doesn’t have any feelings to be hurt!)
When you negotiate, tell the LLM if it made any mistakes, and what you did and didn’t like in the output. Tell it to ‘Add a bit at the end about …’ or ‘Stop using the word “delve” all the time!’
How to get the tone of the document just right
Another excellent tip is to use descriptors for the desired tone of the document in your negotiations with the LLM, such as, ‘Make that output slightly more casual.’
In this way, you can guide the LLM to be:
Approachable: the language will be warm and friendly, making the content welcoming and easy to understand
Casual: expect laid-back, informal language that feels more like a chat than a formal document
Concise: the response will be brief and straight to the point, cutting out any fluff and focusing on the essentials
Conversational: the tone will be natural and relaxed, as if you’re having a friendly conversation
Educational: the language will be clear and instructive, with step-by-step explanations and helpful details
Formal: the response will be polished and professional, using structured language and avoiding slang
Professional: the tone will be business-like and precise, with industry-specific terms and a focus on clarity
Remember: LLMs have no idea what their output says or means; they are literally just very powerful autocomplete tools, just like those in text messaging apps. It’s up to you, the human, to make sure they are on the right track.
Don’t forget the human edit
Even after you’ve refined the LLM’s response, it’s important to do a final human edit. This is your chance to make sure everything’s perfect, checking for accuracy, clarity, and anything the LLM might have missed. LLMs are great tools, but they don’t catch everything, so your final touch ensures the content is just right.
At a certain point it’s also simpler and less time-consuming for you to alter individual words in the output, or use your unique expertise to massage the language for just the right tone and clarity, than going back to the LLM for a further iteration.
Ready to dive in?
Now it’s time to put the OCEAN process into action! Log in to your preferred LLM platform, take a simple prompt you’ve used before, and see how the process improves the output. Then share your findings with your colleagues. This hands-on approach will help you see the difference the OCEAN method can make!
Sign up for a free account at one of these platforms:
ChatGPT (chat.openai.com)
Gemini (gemini.google.com)
By embracing the OCEAN prompting process, you can quickly and easily make LLMs a valuable part of your teaching toolkit. The process helps you get the most out of these powerful tools, while keeping things ethical, fair, and effective.
If you’re excited about using AI in your classroom preparation, and want to build more confidence in integrating it responsibly, we’ve got great news for you. You can sign up for our totally free online course on edX called ‘Teach Teens Computing: Understanding AI for Educators’ (helloworld.cc/ai-for-educators). In this course, you’ll learn all about the OCEAN process and how to better integrate generative AI into your teaching practice. It’s a fantastic way to ensure you’re using these technologies responsibly and ethically while making the most of what they have to offer. Join us and take your AI skills to the next level!
A version of this article also appears in Hello World issue 25.
The first thing to decide is which Raspberry Pi model to use before assembling the kit. PiDog will work with Raspberry Pi 4, 3B+, 3B, and Zero 2 W. Using a Raspberry Pi 5 is not recommended since its extra power requirements put too much of a strain on the battery power – PiDog uses a lot of current when standing or moving – so it’s likely to suffer from under-voltage. We opted for a Raspberry Pi 4, although even then we did have a few issues with crashes when the battery level was low.
Canine construction
With a kit comprising a huge array of parts, building a PiDog is no mean feat. We reckon it took us around five to six hours, although we were taking our time to get it right. The printed diagram-based instructions are easy to follow, however, and there are online videos if you get stuck. Apart from a few fiddly bits, including manipulating some tiny screws and nuts, it’s an enjoyable process. Helpfully, the fixtures and fittings – including numerous sizes of screws and plastic rivets – come in labelled bags. The kit includes a couple of screwdrivers too.
The main chassis is built from aluminium alloy panels, giving this dog a shiny and robust ‘coat’. There are also several acrylic pieces, including some to build a stand to place PiDog on when calibrating its leg servos. A nice touch.
Raspberry Pi sits on a sound direction sensor module and is then mounted with a Robot HAT which handles all the servos (via PWM pins), sensor inputs, and battery management. Portable power is supplied by a custom battery pack comprising two 18650 batteries with a capacity of 2000mAh, which takes a couple of hours to charge fully.
Doggy-do code
Once you’ve assembled the kit, it’s time to fine-tune the calibration of the servos with a script. You’ll have used a zeroing script during assembly to get the rough positions right, so will have already installed the PiDog libraries and software in Raspberry Pi OS.
Detailed online documentation guides you through everything, including running a script to enable I2S sound from the robot’s speaker. It also covers a good range of Python example programs that showcase what PiDog can do.
In patrol mode, for instance, PiDog walks forward and stops to bark when it detects something ahead. The react demo sees it rear up and bark when approached from the front, but roll its head and wag its tail when you pet the touch sensor on its neck. There’s also a balance demo to showcase its 6DOF IMU module that enables PiDog to self-balance when walking on a tilting tabletop.
There are a few examples using the camera module with OpenCV computer vision. A face-tracking demo generates a web server, enabling you to see the camera view on a web page. There’s also the option to control PiDog with an iOS or Android app, complete with live camera feed.
You can even communicate with your PiDog via GPT-4o AI, using text or spoken commands – with a USB mic (not supplied) equipped. It takes a bit of setting up, using an API key, but the online guide takes you through the process.
Verdict
9/10
Great fun to play with, this smart canine companion has an impressive feature set and lots of possibilities for further training.
Specs
Features: 12 × metal-gear servos, Robot HAT, camera module, RGB LED strip
Stefano’s first computer, a Commodore Vic20, was something he could program himself and opened up a world of possibilities. Most importantly, this first computer awakened Stefano to the idea of tinkering and eventually led to him pursuing a degree in electronic engineering. Over the past 20 years he has worked with many tech startups and software companies, often with Apache Frontier Foundation, where he became a fellow and met many passionate inventors. Fably, however, was very much inspired by Stefano’s own family, particularly his nine-year-old daughter who kept asking him to invent new stories.
Stefano had encountered LLMs (large language models) while working at Google Research and wondered whether he could use one to create a storytelling machine. Stefano found the command of language impressive but the LLM “felt like talking to a person that spoke like a college professor but had the understanding of the world of a five-year-old. It was a jarring experience especially when they confidently made stuff up.” The phenomenon is often referred to as ‘hallucination’ but Stefano says some colleagues at Google call it ‘fabulism’. He prefers this term and it is the origin of his Raspberry Pi project’s name. Importantly, ‘fably’ is also a word the text to speech synthesis API can pronounce.
As well as making more sense than an overconfident LLM, the smart storyteller needed to come up with compelling stories that engaged the listener and be sufficiently autonomous that it could be used without continuous adult supervision. Being an ambitious, entrepreneurial type, Stefano also wondered about the commercial possibilities and whether Fably could be made at a sufficiently low cost to build a community around it. He notes that children are demanding users being both “impatient and used to interactivity as a foundational aspect of learning”. It would be critical that the “time to first speech” (the time from the last word the child said and the first word coming out of the machine) could not be more than a few seconds.
Every cloud
Since LLMs are very resource-intensive (as he knew from working on machine learning at Google), Stefano chose a cloud API-based approach to address the need for speed, and Raspberry Pi to keep costs down so other technically minded makers could create their own. Raspberry Pi felt like the best choice because of its price, availability, fantastic and very active community, and because it runs Linux directly – a development environment Stefano felt right at home in. Additional hardware such as a microphone could also be added easily. Stefano praised Raspberry Pi’s “relatively stable” I/O pinout across versions in ensuring “a healthy and diverse ecosystem of extension boards”, which could prove important should Fably become a commercial product.
Fably makes full use of OpenAI cloud APIs, alongside a text-to-speech synthesiser with a warm and cosy voice. Stefano’s daughter enjoys the fact that she hears a slightly different story even if she makes the same request. Using a cloud setup means each story costs a few cents, but Fably can be set up to cache stories as well as to cap cloud costs.
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