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As the due date of my first ever Open University TMA passed last night, I feel nearly comfortable talking about it in very broad, generic terms.  Even typing that out loud makes me nervous of somehow being stamped as colluding, perhaps the very worst thing I can be.  Or that’s how I feel after actually doing the TMA.

I can’t actually find a single university policy telling me not to post every question and every answer from the TMA.  Rumour has it that his is a no-no, as the questions might be recycled, so it’s odd that they don’t tell people not to do it.

Anyway, I’m not going to do that.  But I am going to shed some light on the content, regardless.  So if the OU police come knocking at my door, you’ll know what happened.  Remember me fondly as you accept your degree.  Or probably not.  Remember me with a “What happened to that guy?” when someone mentions annoying bloggers.

If you haven’t sussed it out, yet, what you’re supposed to learn on a module isn’t necessarily what you think you’re getting into from the module title, or possibly even the description.  What you’re supposed to learn are the items in the Learning Objectives.  So as annoying as their template is, make some kind of peace with the Learning Objectives themselves.

As the TMAs … actually all the assessments … are testing how well you’ve grasped the content you’re supposed to, that means that the TMA questions will fundamentally be tied to the Learning Objectives.  In TU100, the first half of Block 1, that means various study skills (such as taking notes and active reading), netiquette, good academic practice (re: plagiarism), remote collaboration, number bases, binary, computer history, exponential notation and growth, and basic web design concepts.  You can make a few guesses as to what might show up on the first TMA.

Additionally, there’s a bit with the SenseBoard telling you what buttons to push and recording the response.  Which may or may not be testing your ability to copy and paste spreadsheets.

As you can probably tell from the length of most of my blog entries, my biggest difficulty with the TMA is getting the word-count down.  Most sections have a maximum word-count.  There may or may not be a 10% leeway on the upper bound of the word-count, depending on your tutor.  I certainly wouldn’t count on it for an EMA, which will be marked by someone other than your tutor.  Word count tallies, at least on this module, should accompany each section with such a limit.

I finished my first draft about a week before the beginning of the module presentation.  I later decided that my entire third question had to go, and I tweaked question one several dozen times, as well.  Even so, I still put it up on a proverbial shelf to sit for several weeks before submission.  I wanted confirmation on a referencing question, and so waited until our tutorial on the TMA less than a week before the submission due date.

The response to my question was that she didn’t really care.  She didn’t really care if I even attempted a reference, so cheers for trying.  So I changed one word (no hints) and submitted it that night.  And then wrote half of TMA02 for kicks.

The tutorial was great, by the way.  Less than a handful of us showed up for it, and all three of us were done with our TMAs, and one had even already submitted it.  (A fourth showed up half an hour later, which was either late or bang on time, depending on which message from our tutor one decided to read.)  Okay, so my tutor isn’t extremely aggressive with communication, or organisation details like when tutorials are, and she insists that purple Comic Sans is a professional font due to its legibility, but she’s actually very experienced in her role, and it shows.  What she lacks in protocol she more than makes up for in being able to describe complex concepts directly, simply, and quickly.  And, I imagine, is probably good at easing nerves of those less confident with the processes.

Indeed, I found her tutorial much more useful than my previous experience.  Even though I’d be able to stumble through TMA01 and TMA02 without the tutorial, I was made much more confident of the process, as well.

I’ll update this post later with my TMA results, but I’m expecting just below the 90-mark point.  We’ll see how closely calibrated my expectations are.

2016/11/07 Edit: I got my TMA01 results back: 94 !  I lost two marks (of fifty possible) for something cheeky that I did intentionally: I left off the full title and author of an article, and just saved them for my references.  I was pretty much at the very limit of my word count, and the title was some ridiculous twelve words!  That’s six percent of my total allotted word count!

I don’t really know what the last mark was off for.  It was part of the “Relevent skills from the unit” which aren’t specified.  Frankly (as I hinted) I would have taken off another two or three marks if I were to mark it, so I’m hardly going to worry over it.

As I’ll probably detail the reasons for shortly, this is likely the only place I’ll share my results.  It is, however, nice to know that my dedication over the summer has paid off.

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All of the people with whom I’ve interacted on this journey, both in my first module and on the way to getting there, have been genuine, helpful, and friendly people.  Nowhere is this more true than my tutor group.  Which is a shame, since I can’t find a way to make fun of them.

A couple of weeks before the module started, I logged into my preferred Facebook discussion group (meaning the only one where anybody ever actually talked).  The group had practically exploded with a bizarre new game.  Someone would post a full name and title, like Mr. Edward Nitworth or Dr. Candace Merryweather, and other people would either whole-heartedly agree with said name (“Me too!” or “Yup!”) or completely ignore the thread, and find a different random name with which to agree.  The agreements were occasionally supplemented with a town name.

After about ten minutes of confusion and trying to decide if I was enough of a follower to just post name at random to see what would happen, I finally saw the word ‘Tutor’.  Ah!  We’d been assigned tutors, and people were finding their fellow tutees.

I was pleasantly surprised when I checked my tutor’s name on the module website and then checked back on the FB group.  Most of the half-dozen or so fellow students with my tutor were fairly well known to me, and on par with my activity level pre-module.  I’d hoped that this activity level would continue through to our tutor group.

That … That hasn’t happened. At all.  I have dreams of another tutor group where the students crowd-source help from the other students, and clarity is offered by the tutor as necessary.  Of information from one source not being contradicted twice by the same source. Of a forum that feels in some way more like a virtual learning environment than a virtual bank lobby.

Sadly, that tutor group is not mine.  If I had to, I’d guess that mythical tutor group was in Scotland.  Those guys seem to be having a blast.  And free wall planners.

It’s actually not bad, as I prefer getting my head down and getting on with it.  It’s just much more isolation than was implied in the brochures.  Certainly I think others will have difficulty engaging as a result.  As an example, only three students aside from me have started any threads in our forum.  Only one other student and I have started more than one thread.  Something certainly seems to be missing.  Any hopes that things would pick up after the face-to-face tutorial have gone unrealised.

I worry a bit about the students who are not engaging.  I try to read all of the blogs of students on this presentation (I’m following 24 of them), and a lot of them are struggling with little things.  For many, it’s concepts of binary or base maths.  For others, it’s something much more basic, like where to even begin the TMA.  Everybody struggled a bit starting with those concepts, so we can all help by talking about what helped us.  But nobody’s asking.  All I can do is keep trying to engage, and see who follows suit.  It’s going a bit better on the Facebook forums, at least.

It does remind me of something I saw someone say on The Student Room, though saber if I can find it again.  It was that the Open University was specifically designed so that anybody can start a degree, but that doesn’t mean everybody will finish it.  That just seems such a shame, because I think it’s attainable for everyone.

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My first OU (… and TU100) tutorial was last night.  I had intended to go to a face-to-face tutorial for my first one.  The trouble is that my tutor group’s introduction to the module isn’t until about two weeks after the beginning of the module, and I’m about nine weeks ahead at this point.  So online it is!

Now, I’m not going to characterise the tutorial as worthless.  I will, however, say that it held no worth to me.  Or, really, anybody who can read.  Because basically, they just read to us a very few select snippets from the TU100 guide.

And it took. two. hours.  Weeeell … Okay, it took like one hour, and a whooooole lot of dead air between tutors asking, “Any questions?”  It may have gone on longer than two hours, but by then my options were to log off or stab my hand to alleviate boredom.

The tutors were able to add value by making pie charts that added visual data to the written data, so again, great for those who can’t read … Except it was inaccurate.  iCMA 57 is the only Interactive Computer-Marked Assessment which will impact our final score.  It counts for a grand-whopping total of 4%, but the pie-chart listed it at 3%.  I asked for clarification on this and whether or not iCMA 57 must be passed at 40%, even though it only accounts for 3% or 4% of the final score, and they went off to seek clarification.  (They later returned to re-read what I had read them, and clarification was not achieved.)  I’ll talk about the iCMAs a bit later, but the student reaction to them has been kind of disheartening.

There were 36 participants.  I can’t remember if that was 34 students and 2 tutors, or 36 students and 2 tutors.  But the point is, it wasn’t a whole lot.  Or at least it doesn’t seem like a whole lot for the only online introduction tutorial for a module with 2500 students.

There were no tea breaks, which I found unacceptable.  Indeed, it’s entirely possible that my question about iCMA 57 was answered, but I was heating up the kettle at the time.  So apologies if that’s the case.  You know what?  No.  This is tea.  No apologies!

So will I be back? You betcha!  At least to the TMA01 tutorial.  If that’s equally devoid of new content, I’ll be giving the rest of them a miss.  Indeed, I’ve already decided there’s no amount of content worth me hopping on a train or searching for parking, so f2f’s are right out.  Actually, if it involved searching for parking, the entire degree might just be right out.  The OU’s motto shouldn’t be “Learn and Live”, it should be, “No parking required.”

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The waiting is over, the official launch date is tomorrow, and all my ducks are in a row.  Well, I have no ducks, so I’ve neatly arranged my stationery just so, instead.

I have little to add to my status from the last post.  I did finish with all of Block 1 before the start date, our tutor forums have opened, and nearly all communications with fellow students outside the Facebook group has stopped!  I hadn’t really expected that last one, so it’s just lucky that I jumped into the FB group, even though I’ve stopped using FB apart from that.  The Early Bird Café forum was always going to close before the module started, but I’d assumed that student chatter would migrate over to the students association forum for TU100, instead.  Apparently it’s a bit tough for some to find.  (That site makes my kitchen junk drawer look like a hospital.)

I’ve used that forum to revive another student’s great idea.  (I don’t want to post the student’s name, as I haven’t checked if it should be broadcast all over the internet for no good reason.)  The idea was to have some programming challenges in Sense.  Someone runs into a problem while writing code, finds a creative solution for it, then challenges other students to see what solutions they can come up with to satisfy the same problem.  Students who get stuck can then check the challenger’s code to see what they did.

The original challenge involved adding SenseBoard functionality to a number guessing game, which was awesome.  (A SenseBoard is an Arduino-based input/ouput device for Sense.  They’ve stopped selling them, but the Digital Sandbox for Scratch is the closest I’ve found for it.)

My first challenge involved making a custom score counter of arbitrary digits, which was probably the most difficult part of my Jet Bike Steve game.  In Scratch, I used cloned sprites and a lot of modal maths for the digits.  Sense doesn’t allow this solution, so I have to stamp the digits, instead.  My initial solution used the maths from my Scratch solution, held individual digits in a list, and then stamped the list.

Within one or two hours, somebody had completely bested my design by using string slicing, which I didn’t even know was available in Sense or Scratch!  How did I not know that!?  (Because I hadn’t finished reading the programming guide, I later discovered.)  But once he mentioned he did it without maths, I realised I could split my score digits into a list without any maths.  This next revision of the challenge solution was much more optimised than my first, but still not as slick as string slicing.  But the student who used it is already on his final year of the degree (and probably read the guide at some point), so I don’t feel too bad at being shown up, and I learned two great techniques thanks to him.  And that’s the idea of the challenges.

One reason I felt this was necessary was the dismal state of the Sense Programming Guide that comes with the TU100 materials.  And ‘dismal’ may be generous.  In fact, the fiery hellish abyss of computational programming pedagogy might be generous.

It’s not actually bad, I suppose, as it isn’t wrong.  It just doesn’t fit the brief.  According to a paper presented at a symposium detailing the reasons for TU100 and Sense’s existance (Richards et al, 2012, p. 584), one of the main failings of previous OU introductory programming modules was failure to engage students with experimentation.

What they’ve done is assembled a great tool box in Sense and the SenseBoard, and then forgot to actually encourage experimentation, or put another way, to teach the students how to experiment.

Much of the Programming Guide is direct instructions of which buttons to push.  When it comes for explorative activities, the exercises are only open so far as to find the “correct” answer to a limited scenario.  There are no open-ended exercises of any kind in the guide.  It actively discourages experimentation.

It does, however, go over string slicing, so I didn’t have to discover that on my own.  It was more fun, engaging, and easily remembered that way, though.

Reference: M. Richards, M. Petra, and A. Bandara (2012) ‘Starting with Ubicomp: using the senseboard to introduce computing’, SIGCSE ’12 Proceedings of the 43rd ACM technical symposium on Computer Science Education, pp. 583-588.

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As some have said in my TU100 forums, it’s my last week of freedom!  After this, it’s all deadlines and regret.  (Which isn’t a huge lateral step, as it would have been mostly regret if I hadn’t started the degree.)

Before the big start, let’s take stock: Where am I?  Well, mostly I’m done.  Okay, not with the whole module, but I’m on track to being finished with the first block (of six) before the first day of the module.  In a word, that’s terrible!  For oh so many reasons:

  • I honestly didn’t want to get very far ahead.  I was thinking that being about a week ahead would help me smooth out any emergencies that came up.  (I’ve got a wife with a medical condition that sees me in A&E for about twenty hours a year, typically on a Friday night, doing my best to worry more about her being doubled over in pain than laughing at the drunks who can’t keep from sliding out of their chairs, I’ve got a baby who wants to practice parkour before he can walk, and a six-year-old who very commonly needs emergency snuggles.  Unavoidables happen.)
  • I’m kind of running out of things to study.  Problems worth having, right?  But my study habits have proven effective, so the last thing I wanted to do was to destroy them by letting up.  I might not be able to find this steam again for this module if I take my foot off the … Petrol?  Do you guys even have that saying over here?  I’ll settle with accelerator.  I didn’t want to take my foot off the accelerator.  I don’t know how that makes it steam, but that’s what I don’t want to run out of, so acceleratoring it is.
  • What happens if I actually do run out of things?  If I’m “done” by, say, February, but there are little bits and pieces that aren’t available until May, how will I find the motivation to go back and do them?  For example, TMA02 requires you to use TMA01’s tutor feedback.  So before I can put TMA02’s first draft down, I have to have submitted TMA01, waited for its deadline to pass, wait for it to be assessed and marked, and then I can start it.  And then draft, draft again, and then maybe a draft or two.  And then draft.  And finally submit TMA02.  And then wish I’d given it a few more drafts.  But all the material for it will be ages out of mind again.

And keep in mind, all of this is while doing other computer science MOOCs on the side.  Those ones, in fairness, I’m not really giving my full attention.  I’m watching the lectures, I’m doing the activities and exercises, I’m handing in the assessments, but I’m not taking notes, doing extra reading, researching questions I have, or studying them, I’m just doing them.  Like high school.  Just showing up and doing what I’m told.  (I have a nagging feeling that didn’t turn out so well …)

So one solution I’m thinking of is increasing my study intensity.  Which one do I worry about more?  Burning out by taking on too much, or losing interest by getting bored with insufficient materials?

I have a feeling in a few years I’m going to think back on this decision quite wistfully, that my biggest study problem was not having enough to study.

Okay, then, what have I done?

Block one is allegedly about “Myself” in relation to a digital world.  I don’t recall reading anything about me, really.  I may have missed it.  I haven’t been asked my opinion on much, either, except how much more awesome the writing skills of teenagers have become due to digital technologies.  (Err …)

The first part is allegedly about making students aware of the digital nature of our world around them, but is really about making sure we can simultaneously read and think.  Go me!

The second part is allegedly about the history of computers from a curiously narrow context: The four generations of computer hardware, spanning their entire history … From the mid 1940’s to the late 1970’s.  (Also some maths about exponential growth and binary counting.) Really the second part is about taking notes.  (Mental note: NEVER AGAIN WITH THE SPRAY DIAGRAM! IT IS THE DEVIL!) (Mental notes are not covered in this part.)

The third part is allegedly about HTML and markup, but is actually about … Well, no.  It’s actually about HTML and markup.  Well done, guys.  (It also has a critical process for evaluating sources.)

The fourth part is allegedly about how digital communications technologies make the world smaller, but is really about forcing you to play with a terribly dated Java applet that someone is waaaaaay too proud of, that basically amounts to a graphical TraceRT and a minor security violation all in one!  Yay!  (There are other and better tools.  Good luck to all the tutors who have to fight with students to disable their Java security settings!)  There’s a very (very) bad primer on TCP/IP, as well.

The fifth part is part of the programming guide.  The less said about this here, the better.  I’m not a fan.

And the sixth part is … Well, I’m supposed to find out tonight.  It’s allegedly about wireless and mobile networking, but is probably really about … Iunno, maybe someone’s recipe for guacamole.  It’s hard to keep track.

I’ll have to write more about the programming guide tomorrow.  As this is the second-to-last presentation of this module, it won’t really benefit anybody, but my recommendation is to skip it and study a children’s Scratch MOOC, instead.  (See previous blog entries.)

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I had finished part 2 of TU100’s first block quite a while before ‘putting it to bed.’  After completing the material and activities, one is supposed to fill out a Learning Outcomes template for each part.  It is a vile thing.

The format of the template is that you’re supposed to take each one of the part’s ‘learning objectives’ and answer a few things about it.

What I’ve done to get through these is to ignore the “How far acheived?” question, since this is a meaningless question that assumes a linear structure to what may be an abstract notion, and instead concentrated on the other question in the box, “Examples of TU100 activities?”  I can then just flip through my activities notebook and match up which ones speak to the learning objectives.

The progression field is often completely meaningless, as the learning objective may not be a continuum, but rather have a nature that is accomplished or is not accomplished.

The ‘Skills’ field is probably the must infuriating. For each learning objective you need to compare it against 36 alleged skills to determine which ones you’ve developed by reading a book.  Most of these skills are not actually skills, and many of them don’t even have any substantive meaning.  So as much as I’m against the tick-box mentality, as much as I love self-reflection for personal development … I’m afraid the tick-box mentality of the template’s designer has forced me to just jot down a couple of relevant skills and try to live with myself for not giving an activity my all.

That I have to do this nearly every single week just doesn’t sit well with me, but the above tips will at least help me get through them.

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While the TU100 module doesn’t actually start for nearly three weeks, I’ve gotten a fair head-start on it, so that I could learn more about how I’m currently learning.  The Good Study Guide hits the concept of self-evaluation quite hard, and I agree with it.  Six years is a long time, there’s an enormous amount of work ahead, and I want to give myself the best possible chance.

One problem I have with this is that once I start, I’m finding it difficult to put down.  First of all, it’s fun. I really enjoy this limbo of structured independent study.  Second, I’m desirous to prove to myself that I can make this a habit, and stick with it.  I find myself making excuses so that I start working as soon as the children go to bed so that it becomes second nature to me. (For example, last night I spent ALL my down-time in the kitchen, but with the door open so I could still share snarky comments about the TV with my wife, and didn’t even realise I hadn’t had any relaxation time.)  So the end result is that I’m a good deal further ahead than I’d really wanted to be.

I’d finished Block 1, Part 1 (‘Parts’ seem intended to basically take a week) after a few days.  I’m now in the middle of Part 2, but have also already completed my first TMA.  So that people understand what I mean when I say ‘finished’ a part or session, I thought maybe I’d describe some of the techniques I’m putting into effect so far.

I have difficulty concentrating while reading text, and I don’t think I’m alone there.  I can read the same passage of text about a dozen times without concentrating well enough to absorb any meaning, or even remember what I’d just read.  The most useful active learning technique that I’ve found to counter this is taking notes while reading.  Basically, it just makes sure that my brain engages in comprehension at every thought along my reading.

I use a 10″ tablet to flip open to my reading material (so far in e-books), then go online with my laptop to fire up OneNote Online to take notes in the cloud.  My notes then progress paragraph-by-paragraph, because I often find that doing so retains the clustered ideas found in each paragraph, and linking from paragraph to paragraph serially helps the flow of my notes.  (I said this much more succinctly in my TMA, and may be back to edit this section after the TMAs are marked, but I’m leaving my exact words out in case someone else subconsciously uses similar wording on their TMA and it triggers the OU’s anti-collusion software.)  I then write out a simplified bullet-point outline of the text.  So by the time I get done with a section of reading, I’ve re-written that section with a handful of words.

Then when I need to revise, I can read just my notes, which bring up the memories I associated when taking the notes, and I retrieve the entire meaning in a fraction of the time.  So how much writing am I doing, and how much time am I saving during revision?  Good question.  Let me check my numbers.

TU100 My Digital Life Block 1 Part 1 is roughly 14,000 words long.  Reading all of that and taking notes on it took approximately 6 hours (including activities), and condensed it down to roughly 3000 words (not including activities).  3000 words may seem like a lot, but I can barely keep birthday cards down to 3000 words.  (Imagine how I feel when a TMA says I have 200 words to say something!)

But that’s an excellent example that I have to do better.  I’ve cut down what I’m reading a lot, but 1 in 5 words still leaves a loooot of words behind.  On the other hand, it doesn’t take me much time to type the words, and the result is that I can recall them and their meaning very easily.  It might take MORE time to try increasing brevity beyond what I’m already doing.  If retyping every word would help me learn the information better (which, it won’t) I’d probably do it.

On a completely separate note, I’m also concurrently doing the MIT Introduction to Computer Science & Programming Using Python course on edX.  I really want to complete the entire course, but worried that I wouldn’t have enough time for both that course and my actual university course.  But it seems I needn’t have worried.  The MIT course takes about a night of my time a week, and the TU100 stuff (so far) takes about 4.  But we’ll see, as they’re both likely to ramp up.  As it stands, though, I could stop working on TU100 entirely until a week and a half before the end of the MIT course before I had to do any more work.

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The module website opened two days ago, and wow, what a difference between expectations and reality.

Although the OU website feels cobbled-together from a lot of different initiatives over the last several years, the individual componant parts are usually quite high quality.  For example, the OU online library is a thing of absolute beauty.  The ease with which I can come up with nearly any peer-reviewed study is astonishing.  (Not to mention so interesting that I’m seriously looking at the cost of 10-credit modules to retain access to it after I finish my degree.)

The module website for TU100 is likewise high quality.  Though some things are a bit difficult to find (normally because something has been renamed since directions to it were created), it’s over-all a great way to organise the huge amounts of data I’m going to have to assimilate this year.

The best news is that I don’t have to wait for any of my materials to arrive before my soft start.  All texts are available online, as well as nearly every other resource.  There are only two things that are not entirely available online: the SenseBoard itself, and some full-length TV episodes from an OU/BBC collaboration.  The Sense software, however, has a virtual SenseBoard so that the actual one isn’t strictly necessary, and there are clips of the TV episodes relevant to our studies online.  I could do the entire module with what’s available now.

The module site is broken down into three columns: Assessment and Support information, the planner, and resources.

The most important of these is the planner.  It defaults to showing 5 weeks ahead, but can also show the entire module, broken down into a week-by-week guideline of what to study when.  In addition to being a to-do list, it also has tick-boxes to track your progress, and links directly to the relevant resource for each step.

The assessment and support information column has the names, due dates, and results for the various types of assessment: TMA (Tutor Marked Assignment) and iCMA (Interactive Computer Marked Assignment) are the only two for TU100, but TMA6 is also an EMA (End of Module Assignment).  Contact information for your Tutor (and tutorials information) or Student Services is also displayed.

The final resources column is almost as invaluable as the planner.  It has any news relevant to the module, discussion forums, and then links to pages where resources have been grouped by type or use.  So what’s a resource?  It could be an online or eReader book, a diagram, a questionairre, a hand-out, software download, or basically anything else you need to get your module done.  Obviously as one of the things we’ll be studying is the Internet and accessing things there, you’ll have to visit other sites for that, but otherwise, it’s a great self-contained collection of information.  It almost wouldn’t require you to leave the site to complete the module if it wasn’t specifically teaching you about other parts of the Internet.

Also, I found out that my materials were shipped out yesterday, so even though I don’t technically need them, they should be here shortly.

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Technically, the first module for my degree course will start 1 October.  But that’s a Saturday.  Who starts anything on a Saturday?  Heck, even weekends start Friday night.

So there are realistically two other dates which combine for a ‘soft start’ to the module, ahead of the 1 October hard start.  These dates are the Module Website Live/Open date, and the date materials are received.  One might think that this would be one or two days after the Materials Despatch date, but often materials seem to be received the day before this date, so who knows.

The website open date for TU100 this year is 6 September, and the Materials Despatch date is 9 September.  Since that’s a Friday, I expect that the materials will probably show up the following Tuesday.  So I’m going to call the Soft Start date for TU100 this year 13 September.  We’ll call that three weeks away.

So what’s happened lately, and what’s going to happen?

Yesterday, our Introduction Forums opened.  They’re rather hard to find, though.  The site they’re on is called “Student Support Forums” allegedly under the Student Planner.  But I can’t actually find a link to the Student Planner anywhere.  That’s one of the major flaws of the OU: They keep coming up with great new ideas, but they don’t remove all the old ideas, so it’s kind of like trying to find your way through a really old London hotel that’s been cobbled together from a few other buildings.  You can’t necessarily get to the next room by walking in a straight line.  It may require you to go back up the hall, take a lift down, over a hallway, take a half flight of stairs to a mezzanine, and then swing across a chasm to the room.

Anyway, don’t lose your link, or you’ll never find your way back to the Student Support Forums.  I think it’s because they’ve opened them before opening our website.

The Introduction Forums have been positively flooded.  There’s several dozen posts already for Computing & IT, and only the Psychology forum comes close to the same number.  And the Psychology intro forum looks like someone’s kicked over an ant hill.  There’s hundreds of conversations all over the place, so I don’t know if it’s lots of different people talking, or the same three creating a new thread every time they have a new thought.  I suspect the former, however, as I’ve read that Psychology had the largest intake of new students every year.

This kicked off a new spate of new Facebook groups. I think that’s really a good thing, though.  Because if each of these groups has a slightly different flavour, it’s going to be easier to find one that works for me and my specific needs.

It also brought up a topic which had been brought up a few times in the past couple of weeks: Sense.  Once again, Sense is the customised version of Scratch developed specifically for TU100.  Our Introduction Forum moderator sort of warned everybody that they’d damage their brains if they downloaded Scratch, and that they’d be risking eternal damnation if they downloaded Sense from the OU before the Official Grand High Link from the Module Website opened.

Which is rubbish.  Download Sense and play with it.  It’s not as good as modern Scratch, but it’s fun.  If you want a more useful language that’s still exactly as simple, download Scratch or use the cloud version.  Heck, download Scratch 1.4, which is nearly identical to Sense except for TU100 specific things.  If you want to know what to do with Sense, search for tutorials on Scratch 1.4.  Or, y’know, wait for the soft start.

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Course Title: CS002x Programming in Scratch
Provider: Harvey Mudd College via edX
Price: Free
Level: Introductory (suited to children)
Effort: 6 hours per week for 6 weeks, commencing on a set date
Prerequisites: None
Completion awards: Verified Certificate for USD$49

About the course:
This is not at all a bad course.  It’s well-suited to children, or really just about any ability level.  The children do need to be able to understand a fair amount of logic.  It’s a bit much for my 6-year-old son, even though he enjoys using Scratch.  (His ability level is simply knowing that command blocks are instructions for sprites, and lists of command blocks can be strung together.)

The course is described as a computer science course, but I really can’t feel like that’s justified. It’s a tour of Scratch’s capabilities, but doesn’t often describe theory or reasons for much.  There is an excellent amount of work with iteration, however.  One brief section also compares Scratch to industry standard programming languages, to show how the learning can be applied outside the Scratch environment.

Aside from it using Scratch, there was no prior indication that it was aimed at children, which it really is.  As Open University’s TU100 uses Sense, an off-shoot of pre-1.4 Scratch, there’s no reason to believe that a computer science course which uses Scratch must be a de facto children’s course.  There were plenty of students across many abilities and ages, so the discussion forums were a bit uneven at best.

The tour of Scratch begins with Scratch as the idealogical descendant of Logo incorporating a turtle graphics system.  This was bizarrely effective, because I was able to recall line-for-line programmes I wrote in Logo back in 1986 or ’87 after two weeks of lessons during elementary maths.  I reproduced it with just the addition of colour.

It winds past variables, iteration (as mentioned above), input, sprite-interaction, if-then-else logic, more iteration, functions, external calls, and even implies recursion with sprite clones.  Okay, for me, it took about 10 or 11 hours to get through everything but the final project, but that’s quite a list, and I can easily see it taking a young student a few weeks to get through that all.  But they will get through it all.  It’s all very logically laid out, it’s interesting, fun, and cool to keep them engaged, there are always lots of examples, and the progress made is a great confidence builder.

One confusing aspect is that the course has been adapted from some other curriculum, so it occasionally refers to weeks or other structures not present in the online, self-paced course.  It’s easy enough to ignore, but raises questions of how thoroughly prepared it is.

Two questions you might have for me are why did I take it, and what did I learn.

As stated, TU100 at the Open University, my first degree course module, uses Sense, which is based on Scratch.  Though I’ve played with Scratch before, and been impressed by it, I haven’t done anything in depth with it.  I was unaware of its true capabilities.  In a way, it’s a bit of a tragedy that I did that.

Scratch 1.6 is amazing.  It has functions, clones, lists, recursion … It’s great.  Sense, based on 1.4 or before, does not have clones, has no in-built stack for handling recursion data, and has to use calls for functions.  It appears as though it does have lists, in a custom solution.  I haven’t used it yet, so I’m still not sure.  I’m just lamenting that if I want to do recursion, I’ll have to use those lists to build my own stack.  Every. Single. Time.

And what did I learn?  Plenty!  One of my favourite moments was when I was polishing up my final project, and I wanted a custom score counter.  I searched the Internet for a Scratch solution, but couldn’t find anything that worked the way I wanted.  The closest I found was one which had a pre-set number of digits, with a separate sprite for each digit.  I realised that I could use recursion to call new clones of a single sprite to dynamically create as many digits as I wanted.

Another great moment is when I wanted to re-write a Rock-Paper-Scissors demo to include Rock-Paper-Scissors-Lizard-Spock.  The course wanted an If statement for each of the possible outcomes.  With Rock-Paper-Scissors, that’s just 6 possibilities.  With Spock and Lizard in the mix, it goes up to 15, and that’s already annoying.  So I diagrammed out the possibilities, saw a pattern, applied some modal maths, and realised there were really only three possible outcomes after said application.

So here are a couple of the things I created.  You can look inside any of the programmes to see how I did them, keeping in mind that I was learning as I went, so it’s not always the most logical way in the simpler programmes.

Jet Bike Steve: You Win Some, You Jetsam (Final project) WASD or arrow keys, up, W, or space to fire. 10 points per second survived, 10 points per star shot or collected, 25 points per bomb shot, and 50 points per guided-missile shot.

Derpa Deadfish (a game for my oldest boy)  You can go down, right, or left, but can only float up. Collect worms, avoid sharks (or turn them off), and use the safe-zone pad at the bottom.