Making and Playing Computer Games With Scratch: Episode 2 A keepy Uppy Paddle and Ball Game

In the last post we were left with a cliffhanger. We had used a series of given scripts to take our sprite for a walk and used imported, downloaded or self created backgrounds to provide a context or place for this to take place.  Some of the students had also experimented within scenes, changing sprites or adding additional characters and objects.  The questions being raised as we worked reflected how the students wanted something different to happen when their sprites met, we weren't quite sure what but we knew that when characters and objects meet or "touch in a "real" computer game something usually happens.

This week we began again with an empty stage, and a session outcome to develop or create a small scale project where one object (or Sprite) within the environment would be programmed to interact with others.  Building on student queries, I thought it would be a nice idea to build a simple game.  I decided to borrow from a Phase 3 task and to build a version of the arcade game "breakout," but that I would limit the outcome to using only the paddle and ball sections of the game building a  "keepy uppy game."  Keeping the idea as simple as possible I hoped would allow me to build on student excitement from the previous session, and allow discussion of events and outcomes as procedures were added to the game.

With the world cup coming up there may be some interest in this fairly straight forward set of scripts, and the editing and extension possibilities they afford for adaptation of the initial idea.  Theming the game from its origins into something soccer like, using existing scripts as the basis, and including a spoonful or two of creative playfulness by the students could make for some wonderful ideas.  This however is an extension idea to come back to at the end of this post.  Needless to say the game of "keepy uppy" is one of those things we probably use as teachers a lot in skills practice during PE, or have played as children ourselves in the garden, with a tennis racket and ball or a football.   What I think students will enjoy about this as a creative starting point is that essentially it uses two sprites and a background.  Both sprites are fairly simple in their purpose, while changes and careful choice of background gives us a visual backstory or context for our game.

To introduce the session I began at the end...  modelling through a prepared design what we would be looking for if we were successful in making our game.  The students were asked if their game needed to look like this in order for it to be a successful design?  There are many games that work in similar ways but that look very different.  What could we change before we begin creating and building the code?

The stage I used contained a star field, a rectangular space ship for a bat and an asteroidish type ball.  Pressing the green flag set the asteroid in motion, while moving the mouse dragged the bat back and forth across the bottom of the stage (the x axis of movement).  When the asteroid hit the bat it bounced off until it hit the upper sides or top edge of the stage when it bounced and changed direction.  If we missed the asteroid and it made contact with the bottom of the screen then the game stopped running and was over.  This process was described to the students in pretty much this way as the model was demonstrated.  Why?  As well as following instructions I want the students to be able to see and begin evaluating step by step what was intended to happen as the program runs. Describing the intended actions in this way, I hoped would encourage the students to begin reasoning aloud and visualising what the code blocks they would later be building were intended to do.  In turn helping us to focus on particular blocks and what might be happening if the project did not work as expected.   

The students were asked where else the game could take place?

• In a cave
• in the snow
• on the moon
• outer space
• under the sea
• in the kitchen
• In the classroom

were among suggestions made.

What might be falling/moving or flying in these spaces?

• fish
• meteorites
• planets
• bowls or cups
• food
• snowballs

What might be used to hit, catch, bounce or keep up these objects

• pans
• polar bears
• spaceships
• hands

The students had some really interesting ideas, many possible "right" answers, but to begin the activity, and inorder to ensure our code blocks did as intended I added the initial design stage proviso, that the part of the bat that meets the ball must be flat. The reason for this being that during the opening part of the software based activity I wanted the students to edit and alter the sprites that they chose to use.

The students began with their stage and the game background,

• either importing a background from collection that matched the idea they had
• searching for a background on the web they could download, import and use to set the scene for the game.
• or creating a background of their own

To the lower edge of the background a coloured line was added from one side to the other.  The reason for which will become clear later.

The students then deleted the default sprite to create their "ball."  This was imported from the collection and edited to work with and be in keeping with their background and so the game's backstory

Finally the students created or added a new sprite that would be their bat.   This was

• either a sprite from collection edited to include a flat surface
• or a new sprite painted from scratch and designed to fit with the backstory.

With the background added and sprites created we were ready to code our game.  The students were provided with support sheets, to guide them through the addition of code blocks to control the ball and bat sprites.  We began with the bat or paddle.  This object needed simply to be able to move across the screen from left to right, following the motion of the mouse.  This was achieved by clicking on our bat/paddle sprite, then the script tab and dragging the following code blocks into the space.

The students were then encouraged to test the procedure, clicking the green flag header block, and observing the onscreen effect, and sharing their ideas about what was happening with each other.

With the bat/paddle/ working correctly we moved on to add scripts to the "ball" sprite, using the following script blocks.

I have included comments in this image, the yellow caption blocks, to demonstrate a feature of Scratch shown to me by one of the students this week. I didn't realise this function was available, but right clicking in the script area reveals a context menu, from which a comment block can be added, and descriptions of a code block or procedure and its function added. Dragging the comment to a particular section of the code visually links it. Thanks to J, this tool has now been added to my session plans for phase 3 next week, when students will be asked to create screen shots of their game projects and to annotate them to support our APP process. Loving this...never too old to learn something new.

The challenge in creating these procedures lies in the fact that some code blocks, require combining blocks from different areas eg using a control block with a sensing block, to create the forever if touching shuttle command, or combining a motion block with an operator to construct the point in direction or turn clockwise something degrees command.

The students were really excited about the outcomes, and enjoyed playing each other's games and adding the score variable made a real difference to the feel of what they had created.

The possible extension I mentioned earlier relates to the Soccer World Cup coming up in South Africa.  It could be fun with the scripting now done to import photographs of players to scratch and then edit these to include as the "bat" sprite.  How many times can "Rooney" keep up the ball.  Perhaps the head only of the character could be added to a painted sprite with feet and head, allowing use of both to be used in the game?  What might a keepy up game look like if it were an animal or intergalactic cup?  What might be used for a ball? What if our favourite players were practicing in the kitchen or our school classroom before a match? What might they use to play keepy uppy with.

Hope this is useful.  Have fun.  If you use this with your students or any other creative ideas inspire you around this post please share these through comments.  Thank you for reading.

Riddle Me Ree! What a Difference a Name Makes.

Floor Turtles and Procedures..  Or Riddle me Rees?

I 've been working on an iterative unit of learning with some of our Lower Phase 2 students this term, that seeks to build on their previous work using Beebots.   The unit has focussed on

• routes
• giving and following instructions
• developing procedures
• and prediction and reasoning about shape, space and measure

while drawing on creative and imaginative work evolving through ongoing activities in class.

There is enormous potential for cross curricular activity using control based activity within the primary curriculum to engage with the concept of routes and navigation.  Younger students have enjoyed creating games based on programming the Beebot to navigate mazes, collect and sequence objects, moving the floor turtle from point a to point b with as few breaks in the programming structure as possible.  Moving to the Probot should not be that different it seems to me.  The process of inputting procedures may be new with the addition of a numerical keypad, but the type of game or activity can remain quite similar.

The students are currently engaged with a theme about Pirates... They are excited and stimulated by treasure maps (several making, designing and then aging these at home with their parents), huge wooden sailing ships, and the writing and using of riddles and clues, but one key tool was missing two weeks ago that would truly aid a successful pirate in navigating his/her ship, and unravelling and following the clues left for them.

In my first session with the students I decided to create floor compasses with them. What self respecting pirate would head out on treacherous seas and high adventure without one. This was an entirely give and go session

• modelling how to use the Probot
• inputting instructions with the keypad
• how to clear memory when we had finished
• use of the pen holder as a means to record outputs from the probot
• observing input and output in action.  

This took a little longer than expected, creating the skeleton for the compass rose with the probot and pen was fairly straightforward, but the additional measuring and drawing tasks needed to create the rose from the skeleton were quite a challenge for the group.  Persevering and extending the session to allow for additional support, taking students out in small groups to complete the task however really paid off in terms of the student satisfaction and pleasure at their completed outcomes, and the discussion that evolved.  The students were asked to choose  3 colours with which to decorate their compass, and as they worked to identify the shapes and patterns they were creating within the rose.

• What shapes could they see?
• How many of each shape (triangles and quadrilaterals) could they find?
• What was special about the shapes that touched?
• Could they see any lines of symmetry within the shape?
• Could they label the cardinal points of the compass?
• What might be the names of the points in between? 

The completed compass roses have been trimmed, mounted and displayed as part of ongoing classroom work.  

During Literacy sessions the students have been working on writing riddles and solving clues.  To consolidate and link to this I decided to create some riddles that the Probot could be used to solve.  This would allow the students

• to practice input independently, 
• and to observe output.   

Each group was given a support sheet containing a series of "riddles," procedures, that when the Probot was programmed would result in the pen tracing particular shapes on large sheets of paper.  I hoped that the students would enjoy the task, but was not expecting the excitement that followed.  Changing the name of the task to "Riddle Me Ree, What can I be?" and adding the idea that this was "Pirate Challenge" that we needed to work on as a "Crew" really motivated the group. They wanted to be first to finish, but when pointed to the idea that finishing first was less important than accuracy in following clues they worked hard to organise themselves

• Taking Turns to enter inputs
• Checking that inputs were accurate, 
• Correct where mistakes had been made, sometimes this involved deleting the whole procedure and beginning again, and for some groups who had spotted you could navigate the menu, only removing parts that were incorrect and correcting them.

The students were initially surprised by the idea that these instructions could produce recognisable shapes, but this further motivated them to see what the next procedure would produce.  Working with each group I encouraged them to look at what they were entering into the key pad, and the outcomes they had developed.  Could they predict what shape their next riddles might produce.

eg You had four sets of  fd 10 rt 90 this had produced a square.
     You had three sets of fd 10 rt 120 this produced a ?
     What might 6 sets of fd 10 rt 60 make?

The final riddles included repeat procedures, and the students had not had these explained to them, either what they were, or how to input these to the keypad.  This challenge was theirs, could they figure this out for themselves.  Several of the groups had few problems, but I have to admit to not actually explaining the how to any of the groups I worked with, yet they all managed to find out how for themselves, seeking help from others when they got stuck, another winner in this session.

To complete the challenge the students had to label the shapes with their names and add the riddle that had lead to the creation of the shape.  These too are ready for display, perhaps in the ICT space.  I realy like this activity and intend to adapt it when I begin using LOGO next term with Years 4 and 5.

This week the students began creating treasure island maps on large sheets of paper.  On these the students have again been encouraged to draw on their classroom work, to add mysterious and hazardous places with strange and spooky names.  I really want the students to add 10cm x 10 cm grids to these maps, though they may need some help with this reflecting on experiences with the floor compass, before using their floor compasses, their developing knowledge of input and output with the probot, their experiences of writing riddles and using my clues to create written directions to the mystery location of the treasure.  These will then be tested and evaluated by other students who will be challenged to use these clues to find where an imaginary X marks the spot.  Hopefully the students will be as excited and motivated by this challenge as they have been by the others.

Making and playing Computer Games With Scratch: Embedding Games to Share

This post is jumping ahead slightly, since most of my students are still involved in the design and make stages of the process, however one or two have begun to ask, how they can share their games when finished.

After a search around I came across this solution in the Scratch Forums, and as I talk my way through the process for myself I hope that the content here will be useful for others.  One of my main reasons for looking into this was the evaluation process, within AF1 of phase 3 units of work, and wanting to make available outcomes created by students for peer assessment and review.  The obvious thing to do was to place finished games on the VLE or to encourage students to upload content to a wiki, and use commenting as a way of feeding back.

The VLE with the above solution has been a no go, even with absolute link locations copied and pasted to seperately uploaded html pages, the VLE (Fronter) seems unable to deliver the content. Perhaps this ia an issue with the way files are stored or access rights managed within the platform, either way the html pages will open, but the same error message appears afterward, about being unable to locate the file, regardless of attempts to redirect file locations and so on.  I'm sure someone will be able to help, and I would be grateful for any comments that lead me toward resolving this.  I guess I also need to contact my colleagues at Fronter, to get their take on this, and to discuss this with our Primary VLE colleagues at ITs Learning, when we meet this week.

SO! to the work around!

For the time being I have opted instead to create a web folder on our web server, to add the game files and applets to this space and then to use hyperlinks from within the VLE or from the school website to enable access to and sharing of these outcomes of learning.  So how did this work?

First of all on my local machine/school laptop I created a folder called "scratch_games" and into this have copied completed student game (scratch) files.  These have been renamed to exclude capital letters,  extraneous characters - the students for some reason insist on adding - and spaces.  They have been reduced to a common format eg si_pacman.sb

• where si is the student's name
• pacman is the game
• .sb is the scratch file extension.

Into this folder I have also placed one copy of each of the java applets downloaded from the site above

• ScratchApplet.jar
• soundbank.gm

For each game a separate html file has also been created, also using the naming convention above but saved with a file extension .htm eg si_packman.htm

The html files were created using this file template using code copied from the above site to a notepad document, that was then edited as follows.

Using save as, selecting all files from the file type drop down, these were then saved in the file convention outlined above eg si_gamename.htm

A home page or index file is the next step, created within the Pacman Project folder with individual hyperlinks to each game.  Though I will probably play with this idea a little if the embed code works here so that each game is accessible within a single project page.

The "Pacman" folder containing all scratch files, java applets and html files were then uploaded to the school's web server clicking the following hyperlinks will allow you to see examples of how the games currently appear in individual html files.  Clcikcing the green flag will start the games, and use of the arrow keys will allow the games to be played.

• J's Frog Eater Thingy
• Ds Pacman With Ghost
• J's Home Extended Learning Project

Unfortunately, for the time being at least, I am unable to embed the applet to run directly in my blog, but this is my next challenge.  I am sure there is tweak out there somewhere, something I am missing, and am hopeful that either another "blogger" user can help and leap to my rescue with this particular platform, or that some of my other more experienced visitors can help overcome the wider issue.  I hope this makes sense is useful.  I look forward to any comments, and thoughts from visitors.  Thank you in advance. :o)

An Additional line of thought from a colleague

After Posting at the weekend, I was contacted through comments about an additional means I could try to run the student's scratch games.  The above process still applies and is required for this idea and tool to work.  Having created the folder, added the scratch files themselves and created an html page for each file using the code above, these are then uploaded to the host web space as outlined above. Next an iframe within the new page.  Here is the code that I used in blogger...

The file linked to above should be saved as is, and maintained as a text file, however changing the url and then saving the file makes it a template to be copied and pasted with minor editing needed to point the frame at what you want inside it.  Eg in the case of my iframe above the individual student games and so, all I needed to edit after copying and pasting was the html file name, in blue above.

As of yet I have not tried this out in the VLE, but this is something to move onto next. Have a play and see how you get on.

Scratch Embed Trial

This is a trial space as I explore embedding some of my student's Scratch Games into web spaces for sharing.  Currently the scratch Applet is running fine within individual pages created for each game and placed on the school web server  These can be accessed via the hyperlinks if you'd like a look.

• J's Frog Eater Thingy
• Ds Pacman With Ghost
• J's Home Extended Learning Project

The Applet itself is opening in my blog using the same embed code, but can't currently access the game files to run them.  Pondering whether this might be a firewall issue as files hosted on LA web Space!?  Any thoughts?






Thanks in advance! :0)

Building on comments from Sam R I have added an iframe linked to J's Frog Eating Thing.  This seems to have done the trick on Blogger as you can see below. The iframe links back to the holding page uploaded to the school web server, perhaps this is the solution to my other problems, will check this out, and update blog later with process.  Thanks to Sam R for all your help with this :o)

Making and Playing Computer Games With Scratch Episode 1

A while back I found myself downloading and playing with scratch, considering it as a possible tool to complement work I was already doing with Phase 2 students around Shape and Space and LOGO.  With a move to work with Phase 3 students I have been "encouraged" into the slightly steeper learning curve of using Scratch as a programming platform in its wider sense, resulting this term in a series of sessions exploring arcade games and working with students to use the tool as a basis for designing, making and evaluating one or two of our own.  I have decided however, as an offshoot of this and to support my personal professional learning to use some of the materials from Phase 3 sessions with my phase 2 ICT club as well, and to see how they got on.  Our first session worked really well, and I was impressed at how creative some of the younger students were with the basic scripts in hand.

The first Session involved students familiarising themselves with the layout of the tool's interface.  Following given instructions and scripts to bring about increasingly complex animation effects. Within the session students used the default "sprite" initially and blocks from the control, motion and looks scripts areas only to bring about 3 different types of animation.

• Activity one bringing about movement as a flip in position using an on mouse click event.
• Activity two bringing about continuous movement of the sprite from one side of the stage to another, with an image swap to add interest to the sprite's actions and a change of direction when it reached the edge of the screen.
• Activity 3 using four separate scripts, that on click or use of a keystroke would allow user control of the sprite to move it around the stage using the up, down, left and right keys on the keyboard.

 Within the session the following scripts were were provided for students to use.

Activity 1

As the students worked with the above script they discovered that the sprite didn't simply flip, but rather rotated as it changed direction.  The students were encouraged therefore to explore what would happen if... they changed the settings of the motion buttons highlighted in the image above.  Could they

• make the sprite mirror as it turned
• stand on its head 
• step forward and back?

Activity 2

Running this script, the sprite walks back and forward across the stage when the green flag is clicked, its moevement repeated because of the forever loop until the red stop button is pressed.  Again in running this script students were asked to explore the effects of changing the position of the motion buttons, but in addition to explore what would happen if we altered some of the variables in the motion blocks.

• Could we slow down the sprite?  
• Could we speed it up?  
• Could we make the sprite's speed vary so during some parts of the routine the sprite seemed to be moving faster than at others?  
• How did our changes effect the way he/she looked as they moved?  

What would happen if...

we changed the green flag header block for the

"when [something] key pressed,"

or "when sprite clicked"

header blocks.



Activity 3

Here students were encouraged to recreate a script that would enable them to control the sprite using the arrow keys, so that for example when the right arrow key is pressed and held down the sprite walks towards the right side of the stage. This example with the addition of a cap block will bring about movement towards the bottom of the stage by the sprite when the down arrow key is pressed.

Having completed one of the scripts the students were shown how to duplicate it and then how to edit the values according to given models values in the images below.  The addition of green flag caps to the procedures, meant that on clicking the green flag the program would run, allowing the students to control the sprite's movement across the stage in the up. down, left and right directions.  In effect they could take the sprite for a walk.

These were then tested to ensure that they worked, and then further edited if need be to correct them.


To engage the students in evaluating this Focussed Practical Task, they were asked...  If we were making a computer game of our own...
How might this set of procedures be useful
Where might we use them, and what might be happening in our game?
Following discussion several familiar gaming type scenarios arose

• Perhaps we might want to move our character around a room, perhaps colecting things.
• Perhaps we might want to move our character around a maze.

What seemed to excite the students most however was that they now had a working model that they could explore and play with, and this lead to our extension activity... 


Extension


Having copied the scripts and set a scene where the sprite could be moved with the keyboard the students now wanted to play with what they had done..

• Could they change the sprite or character they were animating?
• Could they set a scene for the character or sprites actions to happen in?

With the model in place the students 

• explored importing new sprites to replace the cat. 
• investigating how they could get their new sprite to follow the instructions they created for the cat.
• Adding an extra sprite and having it move using one of our earlier scripts at the same time as the original sprite.
• Editing, recolouring and changing the sprites they had imported.
• Importing image backgrounds from collection or from the web as well as creating background images  providing context to the action.

The session created a great deal of excitement and raised towards the end an important question we need to address if we are to make a game of our own such as.. 

• How do we get the characters to do things when they meet or bump into each other?  
• How do we get sprites to interact with each other?..

This seems right now a good place to stop.. As it was with the students... Leaving them with a cliff hanger and waning more next time, when I have promised them with this as the prerequisite scene setter, that during our next set of activities involving the use of "sensing blocks,"  we wil be creating a very simple game a "keepy uppy type" game.  This will involve creating a "paddle" and "bouncing ball" the first steps in creating our own versions of "breakout."  Hope you drop by for our next installment.

Email Consequences: Virtual Snowballing collecting ideas and framing ideas for writing.

Over the last few weeks I have been working with our older Phase two students, reintroducing our Netbooks, how to access the Network and VLE from the classroom, laying foundations for next term when I am intending to have a big push on their use in classrooms through a data handling project.

The students as I mentioned in a previous post have been blogging and leaving comments on posts while writing journal and diary type entries about recent events in school including a school journey.  They have also been using file storage spaces and learning how to upload images and files in order to add them to online work, or access them in ongoing projects both in and away from school.

This week a change of tack and a revisit to using our email accounts.  I wanted to practice primarily entry of email addresses, and use of the reply to and forward processes choosing to do this in the context of writing a collaborative story plot and as the basis for this, a variation on the game consequences to get us going.  The students worked in pairs, each pair linked with another somewhere else in the classroom.  The students knew who they were working with, but were separated physically by distance.  It took a little while to get the task off the ground so to speak, something new and slightly unfamiliar often leaves them a little wobbly, but once in the swing of things the lesson soon took off.

So what did we do?  How did this snowballing thing work?

I began simply with an opening idea..
" two characters meet somewhere, who were they and where did they meet?" The students had a time limit of 5 minutes discussion and writing time before the "opener" was forwarded to the partner pair.

"Something happened?  What took place?" With a click of the reply button, the students had 2 minutes to share the opener and a further 5 minutes discussion and writing time before sending to their partner.

"suddenly...." as above.

" how did the characters react?" repeat.

"what happened as a result?" and so on

By the end of the activity the students had in their inboxes the skeletons of two bizarre tales for each pair.
 
Comments from the session review included

• " I really enjoyed it because we worked together and we could use each others ideas."
• " I was worried I would get it wrong but some of the things people wrote were really funny and it was fun."
• "I liked having different steps to follow"
• "I thought we were going to send our work to everyone at the start, it would have taken ages, but working in pairs was really good because I got ideas from other people to help me."

At first some of the group were a little resistant to the pace of the activity, the time limited nature of each step in the process or game leading to comments about not being finished.  So it was interesting to hear how during their reviews the adult lead, stop/send/start process "the different steps to follow," featured so highly in the things the students liked about the session, providing security and scaffolding but also pace and movement to the activity. Within the group there are one or two boys I know who often say they don't know what to write.  So again it was interesting to hear one or two of these ask if we were going to do this again next week.

Reflecting on the task as a collect and store process. I am wondering how a slight change could help students get into a "writing frame" of mind.  Making a start is often a problem for some students, we immerse them in the genre, we box up the structure of the text together, provide writing frames, but still that barrier can remain. Even with a structure how do I get started. The huge white mass, however we partition or divide it up can still be a put off.

The class teacher came up with the idea that having seen the children work she might like to use the process to help the class get started with their writing of myths and legends next term.  Perhaps presenting the task as a writing game, following or to support the box up or planning process. Key elements of the text type could be used to organise the teacher lead "consequences idea."  Working in pairs of pairs the students could be involved in discussion and use the email game to engage the students in short burst writes leading to a skeletal story structure as an outcome, getting down the key ideas.  The students could then choose from the plots that they have to be copied and pasted to a wordprocessor, where they would be encouraged to develop and reshape the ideas they had collected together to shape their outcomes.  Nice idea and look forward to writing later about how this pans out.

Header Images, Wordle, Wikipaedia and Image Search: 2

Over the weekend I waxed a little around a project I had begun with my ICT club.  We used Wordle, Wikipaedia and Google image search as tools in the collect and store phase of a web page header or banner project.  This week the students engaged with the prepare and share phase, completing some of the banners they are hoping to see exhibited on the school website and class blogs, as devices that will add to the house style while individualizing each class page in school.

I decided to use MS paint in the end since this is a tool the students were already familiar with, and thought I'd share one or two of the outcomes here.  The students are really pleased with them, and actually for a first attempt by them at something like this I think they are very cool.  Looking at the objects it is interesting how even beginning with the same tools, playfulness and freedom to select final outcomes for display has lead to a deal of creative variation.  I hope you enjoy.

Woodpecker Class Y 4 Student

Dove Class Y4 Student

Hawks Y5 Student

Kestrels Y4 Student

My Digital Wish

I was pointed to this widget maker from the Digizen website by one of my students recently.  Its an interesting tool and one I think I'd like to use to indroduce and support discussions around what it might mean to be a global as well as a cyber citizen.  Rather than an outcome though I was wondering how it might function as a starting point for work with students.  As an embeddable device, this widget, by copying the embed code can be inserted quite easily by many students to their personal blog spaces.  This has lead me to wonder how I might use the widget maker with the support of VLE based student blogs and commenting to share and explore our thoughts and values.


This week my Y4 and 5 groups have been using their blog spaces to write about and share their experiences from a school journey. As part of the session plenary students were asked to visit each other's blog spaces and to read what had been said.  They were then asked to leave a simple comment on each of the posts they read
1. about something they liked about the post, perhaps how the text was presented, how they had enjoyed a particular part of the journey mentioned too, or focussing in on the literacy aspect of the presentation and perhaps the way the author had used particular words or phrases and why they liked them.
2. to suggest one thing that they might do if they were the author to improve what they had read.

I was interested to see how unprompted some students had begun to take part in short conversations as they worked.  Replying to comments left.  This notion of commenting as a conversation has left me wondering about the possibility and potential for using short outcome based tasks such as this as a way to promote online discussion, and  using commenting around the text free post itself as the vehicle to drive the central learning outcome for blogging activities.

Previously I have used Think.com discussion widgets to promote this type of activity, collecting student views around particular issues allowing chained and direct comments to be made that are visible to all. I am wondering about how allowing space for students to select from a limited menu of options such as that provided by the digizen widget maker, embedding the completed object to a blog post before initially providing students with particular spaces to visit and comment might be an interesting way to develop learning conversations through commenting.

Following the process the students have begun, perhaps they could find something as digizens they share with the author.  Being limited to choose a particular number of items from the provided list need not mean they they do not share ideas presented in other digizens displayed.  To break the ice and start the conversation they could ask questions about one or some of the choices that the blog author has made seeking responses and to identify what choices made by the author mean to them.

As a starting pont for work combining citizenship, literacy and ICT this could be an interesting stimulus for a longer term piece of Persuasive or Discursive Writing, the notion of an ideal world or a starting point to ground and discuss the many changes that are going on around us right now and how we see them.  I am sure there would be much disagreement about some of the more personalised possibilities, but this would provide opportunities for students not only to express their "wldest ideas" but perhaps more importantly to be asked to explain, explore and express their reasoning behind them opening up space to debate and see more than one side to the argument, while identifying some of the shades of grey.  As a collect and store process the blog comments also could form a useful resource as the presentation of a wide collection of modelled thoughts and opinions to be drawn upon in later writing, reading and speaking and listening activities.  Something to further pondered.

Feedback and review: A chance encounter between WALT, WILF and Google?

Recently with my phase 3 groups I have begun thinking about the self and peer review process as an area for development in my classroom practice.  I know this will be a key process if  students are to take ownership of their learning in ICT. I am also accutely aware of the need to monitor and review this, to collate evidence of oucome and to scaffold and support students as we develop this aspect of classroom work. One of our ongoing plenary activities among classroom discussion has involved using a prepared evaluation grid, that requires students with reference to session WALTs and WILFS  to comment on and set next steps based on learning during the session.  In reviewing these however I have frequently found students commenting on things that were not the "focus" of the session, but that were incidental to and emerged or developed out of the tasks as we worked.  These comments often refered to practical key skills, as opposed to the process skills that often surround session tasks.  Unpicking my WALTS and WILFS alongside these reviews I began to see the need to explicitly identify and review these skills, some of which were assumed and incidental  within the WALT for each session.  This is where my use of Google Forms has begun to take shape.

I have begun to explore and use Group Google Spreadsheets relating to units of work we are involved in and which collate response to I can statements around the activities we are developing.  From these I have also generated multiple choice forms, using radio buttons and a red, amber, green system against which students can begin to evaluate their own  performance.  At the top of the form is a text box where the student enters their name, and at the bottom a further 2 text fields allowing the student to free enter comments on what they feel they have enjoyed or learned that has not been included in the "quiz" and a space to enter a target.  To ensure completion before submission each field has also been marked as a "required field."  Once set up a hyperlink to the Google Form is then added to relevant pages in Class Learning Paths on the VLE.  Students are encouraged to complete the form and then submit it. Submision results, including free text  responses, are automatically added to relevant cells in the Google spreadsheet associated with it. In addition a time and date stamp are provided to show when the form was completed.

The Google Spreadsheet attached to each form has also been conditionally formatted, so that as data arrives from the students the spreadsheet shows me at a glance through colour coding what the student responses have been.  Green colours a cell green, Amber colours a cell amber and so on.  At a glance I can also pick out patterns or areas to develop and revisit,  eg red either still needs to be taught explicitly or is poorly understood, and Amber needs to be revisited to secure, hopefully green can be assumed and consolidated.  Students text responses are sent to the relevant cell in the spreadsheet to for review later. The Spreadsheet file can then either be downloaded and saved in an appropriate file format for editing locally, or can be printed directly from Google for inclusion in the class evience file.

This obviously cannot stand alone, however as a possible ARR tool and part of my evolving APP and AfL process this curently seems potentially powerful to me

• Allowing students at the start of a unit to see where we are going and what we need to learn next term and before the unit begins
• Carried out as a survey before a unit of work commencesperhaps it may be useful in establishing a common starting point for skills based work with the students in particular groups, and supporting differentiation/extension and progression
• Carried out at the mid point working in pairs or with learning buddies alongside works in progress and revisiting at the end of a unit may also allow plotting of progression, support review of ongoing learning targets by the students, and the possibility of using these tools to support teacher student learning conversations. 

 I would be really interested to hear any suggestions or thoughts from colleagues, in both Key Stage 2 and 3 around my reflections and thoughts here.  Thanks in anticpation.

Header Images, Wordle, Wikipaedia and Image Search

Having spent most of this week culling the content of the current Primary Phase website, I began pondering a simple way in which students could be involved in supporting the development of the site theme.  Primary Phase classes are named after birds, and within the learning communities section of our website I want first of all to create a gallery section  for each class that will enable outcomes and processes behind longer projects, ICT tasks and digital works to be displayed, as well as providing spaces that students and colleagues can update themselves.  The intention of the latter is that colleagues and students take greater responsibility and ownership of the content we publish, reducing the expectation that one person maintain the entire space, which has been the historical context.  To this end the galleries for the time being at least will remain as standard web pages, locally developed and then updated by FTP, while each class will be provided with a blog space.  I hope to create an aggregated feed for these allowing updates to be fed to the site's home page.  However the subject of today's post is not this but a simple project I began this week to create class header images.

I began the process with my ICT club on Thursday, as we worked through the collect and store phase of the project.

Step 1 of the project was to collect and store from a Google Image search a number of graphics representing class birds.

Step 2 was to open an instance of Wordle in their web browser and to open a second tab where they accessed Google.  Students were encouraged to choose a class bird from the school list and then to search for information about their chosen bird.

Step 3 and the next phase of the creative process was a copy and paste task, transferring text from the web pages that contained relevant factual information about their bird to the create "text box" in their Wordle tab.

Step 4 involved the create button, and time spent manipulating the resulting word clouds until they liked the outcome they had developed and discussing the appearance.  Why were the words presented in different sizes?  What were the key and most common words?  What did they tell us about our bird?  Within the creation process students could change font and layout, with the only real limitation that the word clouds as a group should have a consistent colour scheme.  ( I have to admit to not being overly successful or persuasive in this matter, so we will have to wait and see how this pans out in the longer term, but such is the creative process and who knows!)

Step 5 Students placed their finished Wordle central to the browser window and rather than saving it, we used the print screen key to copy the browser window and then pasted this to Photofiltre, where we cropped our images and saved them for use later.

Our next step will be the prepare and share phase, involving provision of a blank header frame, and the use of either Photofiltre or Microsoft Paint to combine elements, the class bird we have collected with its Wordle.  Yes I know... Microsoft Paint again... but it is quite interesting what can be achieved with this tool.  Using more than one instance, images can be copied from one and pasted to another containing the template or frame and then resized within their selection boxes and moved around the canvas before deselecting and releasing them to the background.  The above sample in fact was created in just this way. Using Photofiltre the images can be opened and then resized or scaled before copying and pasting for placement in a prepared template of a standard size, for placement in the completed web pages.

To finish the project students will be encouraged to export their finished header images as .jpg files and to upload them to a shared space on the VLE.  From here they can be added to the website's image folder and also added to class pages on the VLE.  Once on the web server and included in class gallery pages they will also have a URL enabling them to be included as header images in class blogs.  Though I am still in two minds about which tool I will finally use with the group to compose the final images, I hope that the students will begin to identify with the website through their creative ownership of static page elements such as the headers, and with the inclusion of these objects and ongoing online activity through blogging in the VLE take a proactive role in developing class ownership of the blog spaces to be provided and also including their designs.

ICT CPD 4 Free A new web based resource from NAACE

Passionate about ICT and how it can be used to support and enhance learning across the curriculum then perhaps these online courses Launched by NAACE at BETT this week will be of interest to you.

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ICT CPD 4 Free via kwout

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"Its Magic!" IWB Rub to Reveal in a Phonics Session

Friday's are great with my timetable including a day with one of our younger Phase 2 classes.  The students all aged between 6 and 8 are Year 2 and 3 and a lively group.  Their day with me includes a focussed reading session, which for the last couple of weeks has involved using activities to investigate spelling and reading texts and words including the phonemes they have been working on during the week.  To help with this I have begun collecting images from the web, that we can use as a starting point for the sessions.

Some of the phoneme groups I still think are a little obscure, and image collections not easy to compile. This week for example we have been looking at the various graphemes that can be used to represent /er/.  The collection included things like ferns, birds, a teacher, a winner who came first in a race, a collection of words, a Whirlwind and  screen capture of a wordsearch.

The images were used as an introduction to the session, and as a way of re-engaging the students in listening for the sounds they had been learning about, or thinking about what each image might represent within the rhyming groups they were working on.  In addition however the images were also selected to support engagement with the main task, which was to work in pairs on a "phoneme Spotter" activity before sorting and grouping the words according to the graphemes they contained.  I was concerned that some of the words might be unfamiliar to some students, and hence the choice of a fern, though the choice of some images as visual metaphors, such as a flame for burn was also interesting allowing discussion of what fire or flame might have to do with the /er/ sound we were working on.

Previously I have printed or copied the phoneme spotters we are going to use to a smart board notebook, to act as a shared read before asking students to find and code words.  For some reason I decided last week to present the spotter covered by a layer of digital ink, and to make it into a "rub amd reveal" activity.  The students loved it, and were completely captured as the IWB eraser was dragged across the text slowly revealing the text a word or sentence/phrase at a time.  "It's magic!"  seemed to be the common consensus, and the looks on the student's faces who had obviously not seen this before was great.  This week when I was passing the class I was asked if I would be making the computer write stories again.  Moments like this are the kind of thing we live for and I was happy to oblige.

What was really interesting today was  though that element of "magic" remained, the students were now anticipating the text appearing and began to read along with the rubber as the text was revealed.  This offered some interesting opportunities to begin playing with the text,

• skipping on and revealing words later in the text while leaving others preceding it hidden.  Discussing what might still be hidden under the ink before revealing this and testing our predictions.
• Stopping to ask what might come next, before reading and checking our predictions
• revealing a few letters or a few words from the next sentence and asking what might appear next.
• Revealing the initial phonemes and final phonemes and asking which grapheme or sound picture will be under the ink to spell the word we were reading.

Putting the "magic" aside for the moment, engagement with the text in this way prior to the spotter activity, improved student familiarity with it, while the use of the images to begin meant some of the stranger vocabulary had been introduced.  In pairs I asked them to use their own versions of the text to identify the words that contained the /er/ graphemes or sound pictures, and then pulling the group together we began identifying how the /er/ sound could be written and where each grapheme usually appeared in words.


After this, the students were asked to test our ideas and generalisations by soritng the words they had found in a table.  The group was pulled together again for a final review with a "drag and drop" version of the table top task used to sort the words as a class and check against the work we had done.  While discussing how well our generalisations worked.  E.g did "ir" always go in the middle of words, and "er" always come at the end.  From the examples we had the rules seemed to work pretty well, even though I did introduce at least one example from our photos that didn't match, eg shirt, first, girl and bird followed our rule, but the fir tree didn't, however as a rule of thumb it worked pretty well.

I'm sure for many colleagues the structure of this session is more than familiar, however for me what was interesting was

• How use of "Phonic Photos" or text related images helped re-engage the students with phoneme and grapheme groups introduced and even though metaphorical in nature how some of these prompted discussion and inferential work, while also helping introduce visually, unfamiliar vocabulary
  
• How introducing the spotter as a whole class shared text, and in a slightly different way, using digital ink  and rub to reveal techniques opened possibilities to engage students with higher order reading skills such as prediction and deduction based around an accesible and manageable text chunk
• How student response and motvation seemed to increase through the "magic" created by a relatively simple extension of a previous task by the addition of digital ink and use of the rub and reveal technique.

Additional Stick Figures for Pivot

This week I visited students in a secondary phase ICT extended learning session.  The students were using Pivot Stick Animator, to develop short stories following on from previous sessions where they had planned and developed their own background scenery to help them tell these.  As I was talking to one of the students about their work from nowhere there appeared a beautifully crafted jet fighter that flew across the scene, needless to say I came away from the session with a new online space to share and explore. 

Droidz a webspace recommended by this group of students hosts collections of ready made stick figures and effects for use with Pivot, these include creatures, vehicles and weapons, as well as a forum and share space.  Though they may not all be everyone's cup of tea, and the existence of a forum and share space will have esafety considerations for direct use with students, the characters and figures available do provide interesting extension possibilities and variety for the existing set downloaded as part of this freeware tool.

I would recommend however a visit to the site in order that colleagues can review and check out for themselves figures available, and that primary colleagues might like to create collections using those they feel are appropriate to the activities they they want to develop with students, rather than giving free reign. Hopefully this space will make an interesting visit and add an additional tool set to your bookmarks.  Thanks go to the student group who pointed this out to me this week.  Can't wait to read your outcomes.

Revisiting Viewpoints: Working in the Style of Monet

In a previous post, Viewpoints: Working in the style of Monet I presented a learning story, showing how I and a group of Y4 students had used

• images as discussion points around the work and style of the artist
• drawn on these over a number of weeks to sequentially develop graphics using ICTs based on this work

The unit, involved the use of a common graphics package (MS Paint) to construct and manipulate student self created images while also consolidating functional ICT skills.  These include

• limited tool choices to create image elements in the given style. eg spray can and colour pallette
• Select and copy tools
• Introducing and consolidating the "cascade save" process, using save as and "sensible file" names to build a portfolio of progression through each activity, and return points to which we can go if errors are made, and navigation of network drive spaces.
• Understanding how we can use a graphics package to compose images by drawing together elements we create seperately
  
• Using a collection of predeveloped (drafted image) elements and toggling between software instances, through the use of select copy and paste tools to arrange image compositions.
• Explore cause and effect using rotation and flip tools (in Paint) or by extension to use more complex graphic tools, to investigate and explore filters and effects, before choosing images for our final outcome.

Previous units have resulted in students creating "IKEA" style Prints.  Using MS Publisher to import their final image before adding text and printing out their work on the colour laser.  This time around though I am intending to develop an entirely digital outcome by exploring Monet scenes that reflect seasonal change.  Working with KS2 Students the outcome and brief is to use graphics tools and the collect, store, share and prepare process to produce a short animated sequence based on a single viewpoint or landscape that shows how a scene might appear at different times of the year.

How will this be achieved?

Using Microsoft Paint the students will create a landscape, showing skyline, mid and forground and develop a simple tree skeleton motif using the spray can tool to include trunk and branches.  The tree skeleton will be saved as treespring, treesummer and so on.

Drawing on discussions about how trees appear in images representing the seasons, colour choices made by the artist for mood and effect, the students will  develop their own representations of the tree motif during each season considering  colour choices and exploring the effects they can create by layering spray effects. We will maintain a copy of our original tree skeleton motif as a return point, and for later use in the project.

Using the original tree skeleton, students will be encouraged to create a single landscape starting point, by copying and pasting instances of it to the landscape they have created, composing their own particular viewpoint before saving four copies of this, named landscapespring, landscapesummer and so on. 

To each of these landscapes the students will apply the effects  they developed during their exploration of their tree images to show how they think they might appear during each of the seasons.  They might also explore further detailing, eg sky colour effects perhaps through the use of additional painting tools and the undo tool,  while using save as to keep copies.

Digital Outcome

Using Photostory and the images the students have developed I would like them to create a simple morphing sequence of change for their landscape.  They will be encouraged to select 4 of their images 1 representing each season and to import these to Photostory.  These will then be chronologically ordered on the timeline, before applying transition effects and times.  They will be encouraged also to choose one additional image from those created and to add text to this forming a title overlay.  To complete the project they will add a music track before exporting their completed video for addition to either their class or personal blog space within the VLE for review by colleagues and other students.

If readers have any thoughts about how this project outcome might be further developed I would love to hear from you.  In my new role this year I am also working with a number of Key Stage 3 classes and would be interested to hear from colleagues any ideas they may have about how this type of work might be adapted, extended or used as an element within projects for students in this phase of learning.    

Embedables: Jigsaw Planet

Following my previous post about embedables, I came across another that colleagues might find interesting and students fun through my Twitter Feeds. Thanks to ianinsheffield for this. Jigsaw Planet, generates an embedable jigsaw puzzle from an image uploaded to the space and then code to embed either the puzzle itself or a hyperlink to the hosting space. This widget requires the Java Browser Plugin, and the example below was made from an image I had previously downloaded, but

• Can you see what it is or might be without using either the ghost or image tool?
• What clues or evidence make you think this?
• What strategies would you use to solve the puzzle?

Like Ian I was thinking this tool might be an interesting way to promote discussion in class in small groups and pairs or perhaps at home through the VLE, perhaps around a school visit, as a starting point/stimulus for a new topic, idea covered or to be begun in class. How about using it like an IWB hide and reveal activity, encouraging students without using the ghost or image tools to solve the puzzle, gradually building up the mystery image or object, what clues did they use drawing from these discussions to support vocabulary choices. Any other thoughts?

VLE Reflections 1: A few embedables to get started

It is a wet and miserable day outside today and having spent yesterday indulging in a spot of amateur joinery in the real world, I thought I'd put aside the hammer and saw before I do any real damage and spend some time banging on the keyboard instead. Its been a fair old while since I posted anything, though I have been dabbling in the background, preparing bits and bobs. Listening in on twitter conversations it looks like I have not been alone doing similar things to many of my colleagues, those mundane behind the scenes things, that many don't see when they log on but if weren't done would certainly be noticed. Hopefully some of the things I have been doing will make colleague engagement with the ICT tools available to them more appealing.

One of these tasks has been setting up class templates in our VLE, setting up themes and installing widgets to be edited by colleagues. This begun I hope it will be less daunting to begin using the space in earnest as we move into the new year. A major barrier to date as I see it has been beginning, since the spaces we buy into, whether commercial or open source must first be populated with content, and this in turn must be planned and prepared before publication. For some of us I guess this can be seen as "doing everything twice," this bolt on image of the VLE is far from my own view and vision. If we are to embed these tool sets successfully, an alternative perspective that weaves the various components offered by a VLE or Learning Platform as an integral part of the learning experience must be taken. Rather than a repository for resources we make, if we see and make an expectation that the VLE be an extension or integral part of the classroom, then the tools and resources we make available here should reflect our view of learning and pedagogy by adaptation to meet the needs. social and academic, of the tasks we set.

This doesn't however negate the need to begin somewhere, so in this post I want to share a few online spaces offering embedable tools, one where interactivities are readily available for immediate use, and one recieved today through feed that requires some user input inorder to generate it.

The Ultimate Wordsearch Maker

Thanks to Joe Dale and Jane Croft for pointing me to the Ultimate Wordsearch Maker. This online tool generates "interactive" wordsearches. Below is a quick example, and I apologise in advance for the seeming lack of imagination in its content, however as a demo it was incredibly quick to create and publish here.

Make Your Own Word Search

Creating the wordsearch itself was straightforward,

• visit the site,
• input each word
• press the add button in between each new word.

Slightly more complicated but really satisfying will be when you have embedded a working interactivity to your page.

Once complete, your wordsearch can be added to your space in one of two ways, either

• copy the embed code,
• view your own web page as html
• click where you would like the activity to appear
• paste the code

this is what can be seen above;

or link to the page

• select the link code
• copy it,
• open a hyperlink dialog box
• paste the code
• press ok

this latter process adds a hyperlink, that on clicking directs the user to a host page. This may not be the most effective route, having possible implications for access in school if the site is filtered by the firewall. I think there is also probably more of a wow, if the wordsearch is embedded directly to the page to play there and then, and well worth the achievement factor on your part when you display the page for the first time.

Playing the game is straightforward, once found, click on the first and last letters of the word to highlight it, and if correct the widget crosses it off the list. What I was unsure about was the idea that in this version the word in the grid itself is not highighted, but this does leave the grid uncluttered, and easier to read. As a start the day task, for introducing new or extending vocabulary, engaging students with spellings, a discussion based warm up session, or simply as a motivator for the more reluctant to visit the class home page once a week this is a really nice tool.

Embedding this in our VLE (Netmedia) was a bit more drawn out since it "didn't seem to initially like what I was trying to do," and required the making of an html page first that could be uploaded to a "file viewer" widget. To do this I used the Microsoft Notepad text editor. Creating my wordsearch as above, and copying the embed code, then pressing start/programs/accessories to find and open Notepad (NOT WordPad). From here

• Click in the Notepad window,
• right click and paste
• press file/save as
• give your file a name eg wordsearch1
• delete the extension .txt and type .html
  
• select all files from the save as file types,
  
• press save

This file was then uploaded from the computer to the widget. Online tools and resources all have there own particular "quirks" and ways of doing things, the above worked in the tools I have been using today, eg Blogger and The Netmedia VLE, if the direct copy and paste processes don't work in your platform it may be necessary to play for a while in order to find the tool that works with your environment.

BBC Bitesize Activities

BBC Bitesize interactivities are ready made tasks created to support revision tasks. You may already use the space with students in school, directing them here by URL, but what you may not have noticed is that these activities can be placed directly into your own online learning content. If you are looking for examples of ready made embedable content to share with colleagues and use with students as you set up and establish your VLE, these are a useful starting point. There are a range of tasks to support English, Mathematics and Science, though in choosing which to use you will obviously need review them in relation to your intended learning outcomes. These can be added to a blog or web page using the copy and paste processes outlined above, and looked good embedded in a page widget in our VLE after following the final process outlined above .




Other Online tasks and Interactivities

In addiditon to Bite Size embedables, there are a host of other online tasks, and games on the BBC Schools Website that I have found really useful when setting up home learning activities for students. These sites have formed a focus for class based sessions too, where spaces created in the VLE have been used to direct students to specific content I want them to use and engage with. To enable this I have provided hyperlinks to the page, and simple instructions about how and why I would like the students to engage with them.

Finding resources such as these can be onerous, this is one of the reasons I began using del.icio.us to collect my bookmarks in one place it was also one way I chose to share these with friends and colleagues. I also began to sort and group some of these as a resource bank here. Some of these are getting on a bit now, and the space is looking a little neglected but perhaps you will find a few nuggets here as starting points. In setting up a link list of this sort for the students it is always a good idea to visit the space, first of all to check that the site is still there but also to ensure that it meets the exact needs you are trying to fulfill.

End Thought

I posted about Bitesize interactivities a while back and despite being able to embed them sucessfully into my blogger blog, and getting them to run in our VLE today, I have to admit I still haven't managed to get them to work with our Wordpress blogs. If anyone can offer any help or advice with this I would be really grateful, thanks.

BECTA Podium video

It seems an age now since Softease (now Lightbox Education) received their Award in the Content-free tools category for Podium at BETT this year. Having been ill, away from school and my blog for a while, it somehow seems even longer since I blogged about the day my students and I were visited by the film crew tasked by BECTA with capturing the tool in action and our thoughts about how it has supported teaching and learning in class. Logging onto Twitter the other evening after an extended break with family I was grateful for this tweet from James Watson.


If you would like to see how the video short turned out, and what we had to say about Podium, then it can be found on the BECTA website by following this link. Thanks for the heads up James, look forward to seeing you soon.