Code Club Research Articles

From Smartphone to Fabric: Mobile Embroidery Programming

Equipping the next generation with skills in science, technology, engineering, art, and mathematics (STEAM), including computational thinking and graphic design, is crucial. Yet it can be difficult for young people to sustain interest in technology – particularly for girls due to persistent differences in their socialization. Project-based learning combining hands-on experience with fashion and design offers a promising means of sparking and sustaining interest in technology. Mobile embroidery programming is one such project, but there are still challenges to be overcome in transferring embroidery files to programmable embroidery machines as part of school courses or coding weeks. This report presents a device we developed that facilitates wireless file transfer. The embroidery file, encoded in a common format like DST, can be wirelessly transferred to the embroidery machine. We optimized the process of the embroidery workflow in a series of 14 workshops. Furthermore, we tested additional hardware for embroidery file transfer based on Raspberry Pi on a group of 18 participants. Our findings suggest that wireless file transfer may be useful with other maker devices such as 3D printers. The results will benefit schools, maker spaces, code clubs, and individual users seeking to engage in STEAM activities.

Girls Design with Code Club

Girls Design with Code Club

Promoting Python Code Clubs in Greece: A Teacher Training Program and a Case Study

We present the design, implementation and evaluation of a training programme for Computer Science teachers on the educational use of the Python programming language inside and outside school. The programme used pre-existing educational resources centered on meaningful, self-contained programming projects. The training programme followed a blended-learning approach thus offering an opportunity to many computer science teachers make their first steps towards the educational use of the Python language within a very promising learner-centered pedagogical framework. After the initial training phase, the participating teachers were supported to establish and run local Python code clubs. The paper presents the experience from establishing, running and evaluating one of them, established at Chania, Crete by three of the authors. The evaluation clearly demonstrates the effectiveness of the code club approach to learning to code in a manner that is engaging, fun and meaningful for the students and opens up new creative opportunities for them.

Ten simple rules to increase computational skills among biologists with Code Clubs.

Exploratory Science Center, Merck & Co , Inc , Cambridge, Massachusetts, United States of America Affiliation: Department of Microbiology and Immunology, University of Michigan, Ann Arbor, Michigan, United States of America ORCID logo http://orcid org/0000-0003-3140-537X Patrick D Schloss * E-mail: pschloss@umich edu Affiliation: Department of Microbiology and Immunology, University of Michigan, Ann Arbor, Michigan, United States of America ORCID logo http://orcid org/0000-0002-6935-4275 Introduction For most biologists, the ability to generate data has outpaced the ability to analyze those data In addition to building upon material from traditional coursework and staying current on the literature, Journal Clubs help strengthen skills in critical thinking, communication, and integrating the literature [11] Because most Journal Clubs occur on a regular schedule, they are effective by virtue of repeated practice With this model in mind, over the past four years we have experimented with creating a Code Club model with the goal of improving reproducible data analysis skills in a laboratory environment [ ]presenters were reluctant to offer to present again

음악코딩교육 사례 연구: 영국 코드클럽의 소닉파이 코스 중심으로

음악코딩교육 사례 연구: 영국 코드클럽의 소닉파이 코스 중심으로

Kids Code in a rural village in Norway: could code clubs be a new arena for increasing girls’ digital interest and competence?

ABSTRACTA trend, where voluntary groups teach children and youth basic computer coding skills, has spread throughout the world. After-school clubs invite children to create games in visual programming environments. The activities emphasize play, while teaching principles of computer science. We explore this phenomenon based on observations and interviews at a code club in Norway, asking whether coding represents an important skill for children and how it is distributed to include all children. We find that coding through play activity is perceived as teaching more than simply the technical skills of programming. Although the fun aspect draws in children and volunteers, parents and instructors describe the code club as being about learning to understand and control the computer, and digital competence required for achieving success in society. The Code Club is described partly as being a ‘necessity for becoming a good/efficient/empowered citizen in our digital society’, and partly as ‘children are playing with computers anyway’. These arguments have different consequences for the gender imbalance at the Code Club. Our findings suggest that the code clubs need an explicit recruitment strategy targeting girls in order to become an arena where girls can develop interest and competence in digital technologies.

Computing Demystified

Do you feel you need a little more confidence when it comes to teaching computing? If so, Code Club Pro has the advice and resources you are looking for.

Anyone for a slice of Raspberry Pi?

Anthony David considers how the Raspberry Pi device, combined with Code Club lesson ideas, could transform the way IT is taught in schools.

Analysis of PHWR lattice experiments with organic coolant by the computer code club

An efficient computer code club, based on the combination of a small-scale collision probability and a large-scale interface current method, was developed for the analysis of pressurized heavy-water reactor (PHWR) lattice cells. A large number of experiments with different fuel clusters and D 2O and air coolants were analysed using this code. The results were found to be very encouraging. However, when club was used for analysing experiments with organic coolants, the results were found not to be in good agreement with the experiments. This paper discusses the reasons for this and proposes a remedy. Finally, it gives the results of the analysis of these experiments with the modified computer code club.

CLUB—A multigroup integral transport theory code for analysis of cluster lattices

The pressurized heavy-water reactors (PHWRs) use rod clustered fuel assemblies. This paper discusses a new approach for solving multigroup integral transport equation in cylindricalized cells containing fuel in the form of clusters. The method, based on a combination of interface currents formalism and first-flight collision probabilities ( P ij method), is essentially an extension of an earlier reported work of the author. A computer code club was written incorporating this calculational procedure. The validity of the physical formulation was established through extensive analyses of 7–19- and 28-rod cluster experiments with D 2O or air as coolant. The results from this approach were also compared with those from a more sophisticated code cop also developed here using complete P ij method for the cluster lattice cells. There is a very good agreement between the calculated results of the two formalisms. It is also observed that the results of club agree well with the measured values of experiments analysed.