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Computing Science Conference: Hacking HTML, CSS and JavaScript
Live notes from Education Scotland's Computing Science Conference
#HigherCS
Colin Maxwell
Useful websites are:
Codecademy (Colin's favourite) - great for getting yourself up to speed and for pupils to set practical homework as no special tools required.
w3schools.com - not as interactive as codecademy but good reference site.
webmaker.org - from Mozilla. The x-ray goggles is good but start with Thimble. Similar to codecademy with tutorials but the advantage is you can save and share what you create.
All three of these are great because all you need is access to the Internet. Possible to do it with some fairly basic tools: web browser (Chrome preferred) and a text editor (Notepad++, Brackets, Sublime, ...)
Brackets is free, open source. It does Live HTML Development, supports JavaScript debugging (with Theseus extension) and loads of other extensions (e.g. Extension that provides colour palette to choose hex colour codes or "beautify" code).
How do we teach HTML? Colin started teaching programming by getting pupils to hack code. Start by giving web pages for them to hack. Example given of a web page that asks for a pin code then flick backwards and forwards between the code and the page. Get pupils to identify how the different parts relate to each other. Start with JavaScript version of a simple PIN code form then same form but using CSS to code it. You can show how style is improved and extra functionality added. Can open the JavaScript file and the CSS file alongside HTML file. This approach let's pupils see the completed jigsaw puzzle rather than just giving them the bits and no picture.
Colin then went on to show editing a web page in bracket. bracket lets you open all the files in a folder and shows them in a side bar for easy navigation. From a teaching point of view, you can zoom the text in a window, highlight lines and do live update of a web page. Set pupils tasks like change a grade, add a person don't tell them how, let them work it out. Makes it more than a "monkey see, monkey do" exercise.
CSS
Set tasks to place objects (Colin uses zombies) using div to place graphics - house a png which can have transparency (for windows and doors) and zombies as gif because they can be animated. Place the zombies in the windows and doors. Uses layers to get zombie inside house. Then give file to another pupil who will stack crates in front on the windows - again using div and layers.
Went on to show JavaScript game using JavaScript library called enchant. Again, hacking an existing page to do things like change frame rate and sprite being animated. The enchant library much easier to use than many. Colin uses JavaScript as his main programming language.
Ran out of time but check his blog for more.
#HigherCS
Colin Maxwell
Useful websites are:
Codecademy (Colin's favourite) - great for getting yourself up to speed and for pupils to set practical homework as no special tools required.
w3schools.com - not as interactive as codecademy but good reference site.
webmaker.org - from Mozilla. The x-ray goggles is good but start with Thimble. Similar to codecademy with tutorials but the advantage is you can save and share what you create.
All three of these are great because all you need is access to the Internet. Possible to do it with some fairly basic tools: web browser (Chrome preferred) and a text editor (Notepad++, Brackets, Sublime, ...)
Brackets is free, open source. It does Live HTML Development, supports JavaScript debugging (with Theseus extension) and loads of other extensions (e.g. Extension that provides colour palette to choose hex colour codes or "beautify" code).
How do we teach HTML? Colin started teaching programming by getting pupils to hack code. Start by giving web pages for them to hack. Example given of a web page that asks for a pin code then flick backwards and forwards between the code and the page. Get pupils to identify how the different parts relate to each other. Start with JavaScript version of a simple PIN code form then same form but using CSS to code it. You can show how style is improved and extra functionality added. Can open the JavaScript file and the CSS file alongside HTML file. This approach let's pupils see the completed jigsaw puzzle rather than just giving them the bits and no picture.
Colin then went on to show editing a web page in bracket. bracket lets you open all the files in a folder and shows them in a side bar for easy navigation. From a teaching point of view, you can zoom the text in a window, highlight lines and do live update of a web page. Set pupils tasks like change a grade, add a person don't tell them how, let them work it out. Makes it more than a "monkey see, monkey do" exercise.
CSS
Set tasks to place objects (Colin uses zombies) using div to place graphics - house a png which can have transparency (for windows and doors) and zombies as gif because they can be animated. Place the zombies in the windows and doors. Uses layers to get zombie inside house. Then give file to another pupil who will stack crates in front on the windows - again using div and layers.
Went on to show JavaScript game using JavaScript library called enchant. Again, hacking an existing page to do things like change frame rate and sprite being animated. The enchant library much easier to use than many. Colin uses JavaScript as his main programming language.
Ran out of time but check his blog for more.
Categories: eLearning and Technology
Computing Science Conference; PLAN-C
Live notes from Education Scotland's Computing Science Conference
#HigherCS
Programming: Teaching Standard Algorithms - Peter Donaldson
Visualising Hidden Mechanisms
Lots of hidden mechanisms in Computing. If pupils do not have an understanding of these mechanisms (only seen examples or relying on intuition) they will struggle. Showing examples is not enough. Must have a causal model or there can be "random twiddling" to try and fix problems. Watching a process helps but it is not enough. Often programming gives too much work for eyes and not enough work for the brain. You don't have to be a genius to program, you just have to develop an understanding of what the computer does when it is given an instruction.
How do we do that currently? Diagrams e.g. Boxes for variables or use debugger to inspect variables and trace an execution of a program. Use actual boxes and get pupils to put things in the boxes. (An aside was how do you read an assignment statement? Not read left to right or how do you make sense of total = total + 1?) interactively model the process of writing code - start with a blank page and build the code up a line at a time rather than starting with example programs.
Other suggeststions: draw a flowchart of a program; draw structure diagram; trace table/debugging tools; step through program and asking "what happens next...". There are limitations of all these approaches. Each approach contributes something but often need to teach new ways of describing when they are still getting their heads round coding. Is the cart before the horse teaching design notation before they understand coding?
Example was given of using a paper table to trace through a program. Started by identifying expressions (i.e. something that generates a value).
Teachers answer was:
Next draw arrows to show the flow of control:
Finally, hand execute the program with the input 20, 7, -1 (put the step numbers beside the arrows - makes it easier to see when things happen). Fill in changing variables in a table and show the expression being evaluated at each stage too. Work in progress:
So our final trace looked like this:
Using the "Expression evaluator" box makes pupils' understanding of what is going on clear.
But research shows there is a strong correlation between the ability to trace the flow of a program and the ability to produce code.
#HigherCS
Programming: Teaching Standard Algorithms - Peter Donaldson
Visualising Hidden Mechanisms
Lots of hidden mechanisms in Computing. If pupils do not have an understanding of these mechanisms (only seen examples or relying on intuition) they will struggle. Showing examples is not enough. Must have a causal model or there can be "random twiddling" to try and fix problems. Watching a process helps but it is not enough. Often programming gives too much work for eyes and not enough work for the brain. You don't have to be a genius to program, you just have to develop an understanding of what the computer does when it is given an instruction.
How do we do that currently? Diagrams e.g. Boxes for variables or use debugger to inspect variables and trace an execution of a program. Use actual boxes and get pupils to put things in the boxes. (An aside was how do you read an assignment statement? Not read left to right or how do you make sense of total = total + 1?) interactively model the process of writing code - start with a blank page and build the code up a line at a time rather than starting with example programs.
Other suggeststions: draw a flowchart of a program; draw structure diagram; trace table/debugging tools; step through program and asking "what happens next...". There are limitations of all these approaches. Each approach contributes something but often need to teach new ways of describing when they are still getting their heads round coding. Is the cart before the horse teaching design notation before they understand coding?
Example was given of using a paper table to trace through a program. Started by identifying expressions (i.e. something that generates a value).
Teachers answer was:
Next draw arrows to show the flow of control:
Finally, hand execute the program with the input 20, 7, -1 (put the step numbers beside the arrows - makes it easier to see when things happen). Fill in changing variables in a table and show the expression being evaluated at each stage too. Work in progress:
So our final trace looked like this:
Using the "Expression evaluator" box makes pupils' understanding of what is going on clear.
But research shows there is a strong correlation between the ability to trace the flow of a program and the ability to produce code.
Categories: eLearning and Technology
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