Nigel McKelvey, Lecturer, Computing Dept., LYIT

Nigel.McKelvey@lyit.ie

*CoderDojo

*Polya (1945) suggested that,

‘Heuristic reasoning is reasoning not regarded as final and strict but as provisional and plausible only, whose purpose is to discover the solution of the present problem’ (p113)

The coder-dojo initiative is a dynamic activity that uses participation as its core. In a Coder-dojo session programmers learn collaboratively in a friendly and social environment (Batista da Luz, et al., 2013).

The teaching strategy might be best described as Vygotskian in approach as opposed to the more traditional didactic approach taken in Higher Education (HE).

*The ZPD is the point in which a learner has the capability to problem-solve independently and go beyond that point to achieve potential (greater knowledge) through guidance and collaboration with tutors and peers (Lui, 2012; Bruner, 1990).

*Setting up a CoderDojo

*Become a “Champion”

*Create a “Zen”

*Make it private or public

*Let the Ninjas work! ;-)

*https://coderdojo.com/

*Dojo Sushi

*HTML

*Scratch

*Raspberry Pi

*Python

*Java (maybe)

Dojo Sushi is a method of communicating programming concepts which is suited to the CoderDojo environment. Concepts are communicated in easy-to-digest, bite-sited chunks (hence Sushi). Dojo Sushi is delivered on double-sided laminated cards known as Sushi Cards. One card = one concept.

*Weir (2014) when discussing Northern Ireland’s digital aims and objectives outlines that,

“Children should be taught computer programming in school from the age of eight, according to a new ‘digital action plan’ aiming to grow the IT sector by at least 20,000 jobs by 2018” (p3).

*Support Concept Learning first !

*Demo

https://blockly-demo.appspot.com/static/apps/maze/index.html

Blockly Maze

*"The popularity of CoderDojo, a non-profit group founded by then second-level student James Whelton, and Bill Liao, shows that there is an appetite for learning how to code. What James started as a school computer club is now a global movement."

(Flanagan, 2014)

References

* Batista da Luz, R., Seca Neto, A. and Noronha, R. (2013). Teaching TDD, the Coding Dojo Style. 2013 IEEE 13th International Conference on Advanced Learning Technologies.

* Bruner, J. (1990). Acts of meaning. London: Harvard University Press.

* Flanagan, P. (2014). Make coding a Leaving Cert subject so our graduates are global players. Independent. http://www.independent.ie/life/family/learning/make-coding-a-leaving-cert-subject-so-our-graduates-are-global-players-30327178.html. Last accessed: 19th November 2014

* Lui, A. (2012). Teaching in the Zone. An introduction to working within the Zone of Proximal Development (ZPD) to drive effective early childhood instruction.

* Piaget, J. (1972). The Child & Reality: Problems of Genetic Psychology. New York: The Viking Press.

* Polya, G. (1945). How To Solve It. A New Aspect of Mathematical Method. 2nd ed. New Jersey: Princeton University Press.

* Weir, C. (2014). Action plan for 20,000 IT jobs focuses on children. Belfast Telegraph. p3.

* Wimslow. (2014). Coder-dojo. Available: http://coderdojo.com/news/2014/04/04/march-madness-ever-expanding-england. Last accessed 7th April 2014.