Original post from jan lewis on January 16, 2019
For my contribution to the Knowledge Mill and Mobile Culture this week I wanted to begin to explore the evolution of coding from a standalone pursuit to one given a more authentic purpose.
Microsoft MakeCode is not like the other introduction to coding logic programs I am familiar with: Scratch, Tynker, etc, although it allows for block-based coding. Nor is it like the learn-to-Code apps I’ve played with students like Kodable, LightBot, or HopScotch, though it incorporates fun and challenges. According to their site, MakeCode is “a free, open source platform for creating engaging computer science learning experiences that support a progression path into real-world programming” (Microsoft, 2019).
The major focus of MakeCode is coding for real world objects, in most cases small robots that schools can purchase, or coding WITHIN another game, Minecraft, that allow changes to be made within the game itself. This brings coding from a digital activity that is tied to the game and has no real purpose outside of the game to a relevant or “just in time” learning opportunity. Students aren’t learning about loops because that’s what’s next in the coding game levels but because they want the robot to take 100 steps and no one wants to type a “move forward” command 100 times; they’re not learning about if statements because they have to but because they want the pigs in Minecraft to become elephants as part of their animals of a tropical ecosystem simulation (Tynker is also embedded in Minecraft’s CodeCreator).
Here are some resources I found particularly useful as I looked into MakeCode and its applications. (Had issues hyperlinking while drafting this on my phone so apologies for the clunky links)
Computer Science ala Minecraft Lesson Kit
Free MakeCode Curriculum Projects/Resources for Teachers
MakeCode – Hands On Computing, Get Started
References
Microsoft. (2019). About MakeCode. Retrieved from
This post triggered a memory of a project I did with my students. The project was using Spheros (a programmable robotic balls) where students had to program the Sphero to go through a series of challenges. Students worked in groups of 3 or 4, and it was important for them to be able to speak and use a “common” language. While it didn’t take very long for students to grasp the coding language, there were disagreements about how it should be programmed and lots of problem-solving and troubleshooting took place during the duration of the project. I am not confident that coding will be one of the 21st-century education skills that students must know about but how to problem-solve and troubleshoot will be essential skills that students have some experiences on and likely continue to develop and work on after their K-12 schooling.
For anyone who is not familiar, I have included a link to the Sphero website.
https://sphero.com/