While group-based learning through a sequence can be a useful approach for elected classes as it is easier to assume student "buy in" or motivation, group-based learning can be a difficult approach for mandated classes that include students who do not wish to attend the class or are initially uninterested in CS. In addition, group-based learning is often based on the pacing of the average student, which is a pace that is often too fast or slow for students who fall outside of the class average. This poster, and the resulting discussions, posits a rhizomatic approach to curricular and experience design that encourages individualized learning within group settings. Rather than moving through CS concepts and practices in a prescribed sequence, a rhizomatic approach encourages self-directed learning along multiple paths or an entirely undefined path. This poster challenges educators to question in what ways the curricula and pedagogies they are familiar with might be modified to encourage equitable learning for a multitude of axiologies (values) or ontologies (ways of being) by creating a space for interests to guide learning.Read More
In Arizona (and many other states), districts are just getting started with elementary coding and CS education initiatives; however, teachers and administrators are often unsure where to get started. While high school CS is often guided by AP or dual enrollment criteria, elementary educators are often asked to implement CS standards without guidance on how or what elementary CS education could look like. This Birds of a Feather session intends to provide a space for elementary educators and administrators to ask questions as well as share tips and tools for getting started with computer science.Read More
This presentation begins with an introduction to various approaches of project-based learning with Scratch; for example, backwards, inquiry-based, and emergent project designs. The second portion of this session is an interactive exploration of free Scratch project examples and resources I have developed.
The purpose of this session is twofold: a) provide an introduction to different types of project-based learning (e.g., backwards, inquiry-based, and emergent design) and how they lie on the project continuum (i.e., fixed, flexible, or open), and b) to give time to allow attendees to explore the free project-based resources I have created for Scratch. Everyone will walk away with dozens of lesson plans and resources to get them started with project-based learning with Scratch.Read More
This interactive workshop explores the nexus between computer programming and music in grades three and up. We will learn how to create two projects in Scratch, as well as a hip version of "Hot Cross Buns" using the program Sonic Pi. No coding or music experience required.Read More
This study examined 245,098 discussion forum posts within a website dedicated to chiptunes, which are electronic music compositions or performances either emulating the sounds of or created through early computer and video game sound chips. Corpus-assisted discourse analysis tools and techniques assisted with revealing patterns of discourse across 10,892,645 words written between December 30th, 2009 and November 13th, 2017 within chipmusic.org.
Findings indicate seven interconnected themes of chiptune-related practices that demonstrate potential transdisciplinary connections between computer science education and music education: (a) music composition practices, (b) music performance practices, (c) maker practices, (d) coding practices, (e) entrepreneurial practices, (f) visual art practices, and (g) community practices. Abstract continues . . .Read More
This lightning talk introduces ipsative assessment, which is an assessment undertaken by a student for the purpose of learning through reflection on prior work. This process differs from self-assessment where students evaluate their own efforts or results without making connections to prior creations or demonstrations of understandings. I begin this session by briefly reviewing applications of formative and summative assessment techniques and then introduce ipsative assessment as another possibility for assessing student work. After this brief introduction, I elaborate by providing examples of how I used ipsative assessment within the K-8 coding classes I designed and facilitated, and conclude the lightning talk by sharing assessment resources I created for elementary CS education professional development sessions.Read More
Rather than lecturing about rhizomatic design and learning, this session models the approach by exploring the topic rhizomatically. The idea behind this short session is to dip your toes into the topic while simultaneously providing enough resources to dive deeper after the session is over.Read More
This ignite talk describes considerations for designing interest-driven coding projects with Scratch. I provide examples of what an interest-driven coding class looks like and how projects are designed for a variety of experience levels and interests within a shared space. I discuss some of the research informing this approach, share examples of interest-driven projects, and provide suggestions for creating interest-driven coding projects and resources.Read More
Sequential learning often assumes an interest in a subject area and often does not take into account the interests of those who are required to be there. This session describes an approach designed for non-sequential learning of computer programming through interest-driven coding projects.Read More
This session discusses how to seamlessly integrate formative, summative, and ipsative assessment practices within K-12 coding projects and lessons. We will explore each of the three approaches and I will provide both formal and informal examples of how each type of assessment might occur within a project or lesson.Read More
This presentation begins with an introduction to various approaches of project-based learning with Scratch; for example, backward, inquiry-based, and emergent project designs. The second portion of this session is an interactive exploration of free Scratch project examples and resources I have developed, so bring your laptop to explore and create projects with Scratch. The session will conclude with an open Q&A on project-based learning with Scratch.Read More
This interactive workshop explores the nexus between computer programming and music. We will learn how to create music in Scratch, as well as a hip version of "Hot Cross Buns" using the program Sonic Pi. No coding or music experience required; however, please bring a laptop for maximum fun.Read More
This lightning talk describes considerations for facilitating multiple programming languages in one space. I provide video examples of what it looks like when young coders select from four different programming languages to create projects of interest. Following an overview of what coders created in the classes I designed and facilitated, I discuss considerations for simultaneously facilitating multiple languages; this discussion includes quick suggestions for selecting and creating resources, questioning techniques, peer-to-peer mentoring, room setup, and more.Read More
This lightning talk describes considerations for designing interest-driven coding projects. I provide examples of what an interest-driven coding class looks like and how projects are designed for a variety of experience levels and interests within a shared space. I discuss some of the research informing this approach, share examples of interest-driven projects, and provide suggestions for creating interest-driven coding projects and resources.Read More
The video in this link is a mock version of a three minute showcase on interest-driven coding and learning I presented at the 2017 Apple Distinguished Educators (ADE) US Academy.Read More
This interactive session explores the nexus of music and coding (computer programming). We will collaboratively explore music making and learning through multiple programming languages and discuss how the elementary kids I work with make music through code.
NOTE: This session was originally scheduled as an hour long session with lecture, interaction, and discussion; however, this session was booked for the same time as another session I am presenting. Because of this conflict, I have curated resources below I would have mentioned in the lecture portion of the proposed session.Read More
A five minute video presentation I made for the Avondale Elementary School District's School Board.Read More
This interactive session explores an elementary nexus between music creation, sound design, and computer programming. The session begins with a brief presentation on some of the ways the kids I work with explore music creation, sound design, and computer programming, all within K-8 computer programming classes. Following this brief presentation, we will work together or independently to modify the music, sound, or code from a variety of example projects. The session will end with a discussion on what could be learned in a project like this and how we might implement similar projects in the settings we facilitate. A laptop is recommended for this session.
This discussion-based presentation focuses on three emerging music nexuses: 1) music performance and technology; 2) music and video games; and 3) music and coding. The presentation slides below provide many resources related to these nexuses; however, the discussion revolving around this presentation are not limited to these nexuses. I intend for this presentation to be a springboard for discussion on emerging music nexuses and their implications in music education/facilitation.Read More
This interactive session explores the nexus between computer programming and performing music. Sonic Pi is a platform that uses the programming language Ruby to create live music by writing out lines of code. We will walk through creating a hip version of "Hot Cross Buns" in Sonic Pi, explore more potentials involved with the nexus between computer programming and music, and conclude with a group discussion. No coding experience is required; however, a laptop is encouraged.Read More