Big-Brained Superheroes vs. Code.org’s #HourOfCode
Around this time last year, our young BBSes spent some time developing Codecademy’s web holiday cards. How did it go? Well…it could have gone better. This year, we spent time with Code.org’s Hour of Code. How did it go? Well…aside from a lack of headphones for every BBS coder, it couldn’t have gone better. It went so well that several of our young Big-Brained Superheroes are choosing to go Beyond One Hour. Even without BBS sidekicks around to help them!
And now, for the breakdown. Our BBS population for this exercise was fairly similar to that of last year’s Codecademy exercise, so we’ll skip that explanation and go straight into the review.
Like last year’s Codecademy exercise, this year’s Code.org Hour of Code is freely available to anyone with a computer and internet access.
Unlike last year’s Codecademy project-based exercise, this year’s Hour of Code was game-based. This particular game-based approach provided much more method to the madness and enabled a leveling up process that was significantly more logical and predictable than Codecademy’s project-based approach. Coders were more motivated to think problems through, and they seemed to grasp much more programming logic as a result of Hour of Code’s game-based approach.
The Angry Birds character set is a great example of how broadly inclusive design doesn’t have to be banal or vapid, and the use of Angry Birds in Hour of Code was an obvious draw for our young BBSes.
The instructional videos were exceptional in that they were explanatory but didn’t give too much away. They were timed well, and the diversity of the instructors was inspiringly inclusive. Apparently, when Chris Bosh speaks, our Big-Brained Superheroes listen. (When they have the technical capability to do so, that is.) And the written instructions that were provided for those without sound capability eliminated a big obstacle for us.
The completion certificate at the end of the game was a nice reward and motivator for some BBSes.
Once our BBSes got the auditory reward for completing a level, they tended to skim through the text that told them they might have completed the level using fewer lines of code. Making that information more prominent (at least the first time around) would have given them stronger cues that there was more learning to get from the level they just completed.
Also, it would help if the link to “Show Code” were more obvious or if the lines of code came up automatically in at least one level so coders wouldn’t unintentionally skip over it.
All in all, we are thrilled with how our coding exercise went this year, and we’re continuing to use Code.org in our BBSC meetings. For us, it was not just a method of learning some basic programming logic, but it also served as a welcoming, inclusive invitation to explore the world of computer programming. After completing their Hour of Code, several of our coders went on to build web pages using W3schools:
Or played with Tynker and other code-learning platforms directly available through the Code.org website:
In short, even though our coding exercise this year was not holiday-centric, Code.org’s Hour of Code provided us with some fine holiday (and beyond) fun!
DISCLAIMER: The BBSC is not affiliated with any of the code learning platforms or sites discussed in this post. However, one of our volunteer brain-hackers (Launchpad McD) does work for Facebook, which is somehow involved with Code.org (though we don’t know how, and we didn’t know this before we began exploring Code.org).
The Willpowerometer lives! Thanks once again to the superpowers and Propeller prowess of BBS Volunteer Mr. Measurement Man, we now have a graphical representation (version 1.0) of how well we’re exercising our Willpower as it pertains to sound production. The closer that we—as a group—get to our desired decibel level, the more green the display and the higher the point count. The farther we get from our preferred decibel level, the more red the display and the lower the point count.
In this video, our Willpower goal was to reach a count of 50. SPOILER ALERT: We did it. And in the two weeks since the Willpowerometer was rolled out, we’ve come to love it tremendously.
Saturday may have been the rainiest day of the year so far, but that didn’t stop Yesler Terrace from engaging in its bi-annual neighborhood clean-up. From there, ten Big-Brained Superheroes braved even more rain on our walk to our favorite maker space—Jigsaw Renaissance—in Seattle’s International District.
This trip was a reward for a brave young BBS who received the first ever Big-Brained Harry Potter leadership award for defending others against bullying.
Here’s our exceptional BBS Harry Potter Leader working on an electronics project at Jigsaw Renaissance:
Other young Big-Brained Superheroes were fortunate enough to share in the adventure. Happily, Jigsaw Renaissance is more fun than Disneyland.
Here are a few of us working on a robotic arm and a salt water conductivity experiment:
A few young BBSes then expressed their appreciation for BBS Volunteer Mr. Measurement Man via whiteboard:
And also learned a bit of guitar and keyboard:
Much Persistence was exercised in the process of analyzing and deconstructing a broken cell phone:
Apparently, big-brained superheroes can be found pretty much anywhere as we discovered during United Way of King County’s most recent Day of Caring (which we turned into a day of hacking/making). This particular set of big-brained superheroes came from a company called Blucora, located in Bellevue, WA. And not only did a team of 10+ people travel all the way to BBS HQ at Yesler Community Center to spend the day with a few BBS Volunteers, but they brought a broad array of valuable skills and superpowers—not to mention materials—with them.
The mission: to build prototype electronics kits for our young Big-Brained Superheroes to tinker with.
The result: great stuff!
What you see here are three prototype electronic/multidimensional greeting cards, two prototype phone chargers, one prototype dexterity tester, and one pure exercise of Creativity. Mission definitely accomplished!
Summer is over; homework is back; and with this evolution, a quotation suddenly comes to mind:
It was as if one had diverted some terrific electric current which should have been controlling a vast system of machinery, and turned it on to annihilate a black-beetle.
-Psmith in the City
Just like Psmith with a silent P, we revel a bit in the hyperbole of this sentiment. Nonetheless, aside from our general ambivalence regarding the effectiveness of homework, its abrupt reappearance in our lives presents us with some more prosaic problems:
For starters, nobody—not volunteers, not young BBSes—nobody is overly fond of homework. And unless we’re relentlessly focused on exercising our superpowers rather than on simply finishing our homework, it’s a short path to volunteers practically doing our young BBSes’ homework for them (an obvious, yet quite common, problem). Not helping.
Secondly, if some young BBSes don’t have homework and others do, what to do with those who don’t? Our traditional response is to present the otherwise unencumbered with equally unexciting extra worksheets. That is, if some of us can’t be engaged in interesting, hands-on projects, then none of us can be engaged in interesting, hands-on projects. Unfair.
Homework seriously taxes our resources (eg, our reward system and volunteer time). It’s difficult to convey how utterly unrewarding our young Big-Brained Superheroes seem to find the process of doing their homework. Consequently, their reward typically comes in one of two forms from the club: attention from volunteers and BBS Bucks. These complementary reward systems are intended to help activate the reward circuitry in young BBS brains, and without enough of them, our young BBSes are left to their own devices—often not the most healthy ones. Costly.
Finally, the process of doing homework rarely produces the feelings that we big-brained superheroes prefer to associate with learning. Feelings like these:
Oh, homework!…we totally get you. But you present quite a problem for us.
You’re reading the world’s first Big-Brained Superheroes Club guest blog post! What a pleasure blogging is for me since I started volunteering for this wonderful program over a year ago. Enough about me, and on with the blog posting!
What’s the deal with those darned Babylonians? You see, algebra traces its history to the Babylonians, and the Big Brains have recently been tearing up the Algebra scene at Yesler Community Center.
Yes, Big-Brained Superheroes are learning algebra as early as age 5 thanks, in part, to the Washington State Algebra Challenge. It relies on an online game called DragonBox, which is designed to intuitively teach the mechanics of solving equations algebraic style via game levels involving icons and exploration.
In all seriousness, it took me just as long to figure out the mechanics of the Algebra Challenge games as it did for the young Big Brains. Even longer, in fact, since they taught me how to play. At first, I was a bit perplexed by how it taught Algebra at all, but after playing for a while, the genius behind it became clear. It works by teaching the mechanics in game form and then gradually begins to use the algebra equations we’re accustomed to seeing. By the time you get to the levels containing traditional equations, you’re well-versed in the process of applying the same treatments to both sides of an equation in order to isolate your variables.