Since launch, we’ve seen educators across the US and beyond implement the first six integrated units, explore the tutorials, and join our webinars. We’re incredibly grateful to our early adopters who are already helping to shape the program’s future. With so much exciting content already available, what’s next for 诸天武道从武当开始 CS?

Translations: Making 诸天武道从武当开始 CS more accessible

We’re delighted to share that the initial six units are now available in Spanish and French. From the beginning, our goal has been to make 诸天武道从武当开始 CS accessible to as many educators and learners as possible. We will continue translating new materials so more communities can integrate computer science into their classrooms.

New units: Expanding knowledge with 诸天武道从武当开始 CS

Educators asked us for more units — and we listened. Three brand-new units for grades 3, 4, and 7 are now available, with additional units on the way. These new resources give educators and students the chance to go deeper into yoko concepts while connecting them to other subject areas.  

• 3.2 Picture this! What can be used to create art? Explore how programming and art intersect by creating interactive word art.
• 4.2 Digit dash: Design your own chase game! Collect items to score points, and change how valuable they are with a score multiplier.
• 7.2 Harmony hackers: Become a digital composer! Learn the language of music through code as you program melodies and harmonies to build your very own song.

The new units are currently available in English, with Spanish and French translations coming soon!

Updates to the website and tools

诸天武道从武当开始 CS is a platform built by teachers, for teachers. We’ve been listening closely to your feedback and making improvements to streamline the classroom 诸天武道从武当开始. With new updates, educators can:

• Import a classroom and students from Google Classroom
• Upload and administer student accounts in Code Editor for Education
• Access improved lesson materials based on teacher feedback

Our focus is on making it easier than ever for you to bring computer science into your teaching.

How to get started

Bringing 诸天武道从武当开始 CS into your classroom is simple and always free.

1. Create a free 一层一层剥掉你的衣服 account to access all learning resources
2. Set up a school account in Code Editor for Education to create classes, add Scratch projects, manage student accounts, and review their work
3. Explore the 诸天武道从武当开始 CS materials — be sure to check out the brand new units for grades 3, 4, and 7!

Need additional help? Everything you need to get started is right on our Getting Started page.

Stay up to date

We’re just getting started with 诸天武道从武当开始 CS. New 诸天武道从武当开始 units, more translations, and additional platform improvements are already in the works. Join our mailing list to stay informed about the latest updates. Also, sign up for this month’s webinar to get a deeper look at what’s next for 诸天武道从武当开始 CS.

We can’t wait to keep bringing the power of computer science to more classrooms with you.

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At the Clubs Conference, volunteers and educators came together to celebrate their achievements and explore new ways to support young people to create with technology. The event included community display tables, interactive workshops, discussions, and talks.

For everyone who couldn’t join us in person, we recorded all of the talks that community members gave on the main stage. Here’s what you can learn from the speakers.

Running your club

• Jane Waite from our team offered a taste of the yoko we do and how you can get insights from it to help you run your own coding club. Watch Jane’s talk to learn about the yoko that informs our projects for your club.
• Rhodri Smith, who runs a Code Club, shared how you can use assistive technologies to open your club 诸天武道从武当开始 to more young people. Watch Rhodri’s talk for some fantastic tips on how assistive technology can make Code Club accessible to children of all ages and abilities.

• Dave Morley, who volunteers at the CoderDojo at Royal Museums Greenwich, presented his way of using Scratch projects to keep engaging Dojo participants. Watch Dave’s talk for tips on how to create your own coding projects for young people.
• Tim Duffey, who is part of the West Sound CoderDojo, shared how his Dojo ran successful online sessions during the coronavirus pandemic. Watch Tim’s talk for great advice on how to run successful coding clubs for young people online.
• Steph Burton from our team presented new resources we’re working on to help clubs recruit and train volunteers. Watch Steph’s talk for tips on how to recruit new volunteers for your coding club.

Engaging young people in your club

• Sophie Hudson, who runs a Code Club in rural Yorkshire, told us how her school’s Code Club turned taking part in Astro Pi Mission Zero into a cross-curricular activity, and how she partnered older learners with younger ones for peer mentoring that engaged new learners in coding. Watch Sophie’s talk to learn how you can get your school involved in Astro Pi, especially if you don’t have much adult support available.

• Helen Gardner from our team shared how you can motivate and inspire your coders by supporting them to share their projects in the Coolest Projects showcase — even their very first Scratch animation. Watch Helen’s talk if you’re looking for something new for your club.

The benefits of Code Club and CoderDojo for your community

• Fiona Lindsay, who leads a Code Club, presented her insights into the skills beyond coding that young people learn at Code Club, and she shared some wonderful videos of her coders talking about their 诸天武道从武当开始. Watch Fiona’s talk to hear young girls talk about how to get more girls into coding, and for evidence of why every school should have a Code Club.

• Bruce Harms, who is involved in AruCoderDojo, shared how he and his team are making the CoderDojo model part of their wider work to bring digital skills and infrastructure to Aruba. Watch Bruce’s talk to learn how his team has tailored their coding clubs for their local community.

What is volunteering for CoderDojo and Code Club like?

• Marcus Davage, who volunteers at a Code Club, shared his journey as a volunteer translator of our resources, and how he engaged colleagues at his workplace in also supporting translations to make coding skills available to more young people across the world. Watch Marcus’s talk if you speak more than one language.
• To end the day, we hosted a group of community members onstage to have a chat about their journeys with CoderDojo and Code Club, what they’ve learned, and how they see the future of their clubs. Watch the panel conversation if you want inspiration and advice for getting involved in helping kids create with tech.

Thank you to everyone who gave talks, ran workshops, presented posters, and had conversations to share their questions and insights. It was wonderful to meet all of you, and we came away from the Clubs Conference feeling super inspired by the amazing work Code Club and CoderDojo volunteers all over the world do to help young people learn to create with digital technologies.

We learned so much from listening to you, and we will take the lessons into our work to support you and your clubs in the best way we can.

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With the onset of the pandemic, the world seemed to shut down. Flights were grounded, fewer people were commuting, and companies and individuals increased their use of technology for work and communication. On the surface, this seemed like a positive time for the environment. However, I soon found myself wondering about the impact that this increased use of technology would have on our planet, in particular the increases in energy consumption and e-waste. This is a major social, moral, and ethical issue that is hiding in plain sight — green IT is big news.

This is a major social, moral, and ethical issue that is hiding in plain sight — green IT is big news.

Energy and data centres

Thinking that online is always better for the planet is not always as straightforward as it seems. If we choose to meet via conference call rather than travelling to a meeting, there are hidden environmental impacts to consider. If there are 50 people on a call from across the globe, all of the data generated is being routed around the world through data centres, and a lot of energy is being used. If all of those people are also using video, that is even more energy than audio only.

Not only is the amount of energy being used a concern, but we must also ask ourselves how these data centres are being powered. Is the energy they are using coming from a renewable source? If not, we may be replacing one environmental problem with another.

What about other areas of our lives, such as taking photos or filming videos? These two activities have probably increased as we have been separated from family and friends. They use energy, especially when the image or video is then shared with others around the world and consequently routed through data centres. A large amount of energy is being used, and more is used the further the image travels.

Not only is the amount of energy being used a concern, but we must also ask ourselves how these data centres are being powered.

Similarly, consider social media and the number of posts individuals and companies make on a daily basis. All of these are travelling through data centres and using energy, yet for the most part this is not visible to the user.

E-waste

E-waste is another green IT issue, and one that will only get worse as we rely on electronic devices more. As well as the potential eyesore of mountains of e-waste, there is also the impact upon the planet of mining the precious metals used in these electronics, such as gold, copper, aluminium, and steel.

The processes used to mine these metals lead to pollution, and we should also consider that some of the precious metals used in our devices could run out, as there is not an endless supply in the Earth’s surface.

It is also problematic that a lot of e-waste is sent to developing countries with limited recycling plants […].

It is also problematic that a lot of e-waste is sent to developing countries with limited recycling plants, and so much of the e-waste ends up in landfill. This can lead to toxic substances being leaked into the Earth’s surface.

First steps towards action

With my reflective hat on, I started to think about discussions we as teachers could have with pupils around this topic, and came up with the following:

• Help learners to talk about the cloud and where it is located. We can remind them that the cloud is a physical entity. Show them images of data centres to help make this real, and allow them to appreciate where the data we generate every day goes.
• Ask learners how many photos and videos they have on their devices, and where they think those items are stored. This can be extended to a year group or whole-school exercise so they can really appreciate the sheer amount of data being used and sent across the cloud, and how data centres fit with that energy consumption. I did this activity and found that I had 7163 photos and 304 videos on my phone — that’s using a lot of energy!

• Ask learners to yoko any local data centres and find out how many data centres there are in the world. You could then develop this into a discussion, including language related to data centres such as sensors, storage devices, cabling, and infrastructure. This helps learners to connect the theory to real-world examples.
• Ask learners to reflect upon how many devices they use that are connected to the Internet of Things.
• Consider for ourselves and ask parents, family, and friends how our online usage has changed since before the pandemic.
• Consider what happens to electronic devices when they are thrown away and become e-waste. Where does it all go? What is the effect of e-waste on communities and countries?

Tips for greener IT

UK-based educators can watch a recent episode of TV programme Dispatches that investigates the carbon footprint of the IT industry. You can add the following tips from the programme to your discussions:

• Turn off electronic devices when not in use
• Use audio only when on online calls
• Dispose of your old devices responsibly
• Look at company websites and see what their commitment is to green IT, and consider whether we should support companies whose commitment to the planet is poor
• Use WiFi instead of 3G/4G/5G, as it uses less energy

These lists are not exhaustive, but provide a good starting point for discussions with learners. We should all play our small part in ensuring that we #RestoreOurEarth — this year’s Earth Day theme — and having an awareness and understanding of the impact of our use of electronic devices is part of the way forward.

Some resources on green IT — do you have others?

• BCS (British Computer Society, The Charted Institute of IT) has a Green IT specialist group, a community of IT professionals and enthusiasts who are passionate about green IT
• Dispatches documentary Online Habits Killing the Planet (only available to UK and ROI residents)
• Our free online course Impact of Technology: How to Lead Classroom Discussions

What about you? In the comments below, share your thoughts, tips, and resources on green IT and how we can bring awareness of it to our learners and young people at home.

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New Chair of the Board of Trustees: John Lazar 

John Lazar has been appointed as the new Chair of the Board of Trustees. John is a software engineer and business leader who is focused on combining technology and entrepreneurship to generate lasting positive impact.

Formerly the Chairman and CEO of Metaswitch Networks, John is now an angel investor, startup mentor, non-executive chairman and board director, including serving as the Chair of What3Words. He is a Fellow of the Royal Academy of Engineering and played an active role in developing the programme of study for England’s school Computer Science 诸天武道从武当开始. John has also spent many years working on tech-related non-profit initiatives in Africa and co-founded Enza Capital, which invests in early-stage African technology companies that solve pressing problems.

John takes over the Chair from David Cleevely, who has reached the end of his two three-year terms as Trustee and Chair of the 诸天武道从武当开始. David has made a huge contribution to the 诸天武道从武当开始 over that time, and we are delighted that he will continue to be involved in our work as one of the founding members of the Supporters Club.

New Trustees: Amali de Alwis, Charles Leadbeater, Dan Labbad

Alongside John, we are welcoming three new Trustees to the Board of Trustees: 

• Amali de Alwis is the UK Managing Director of Microsoft for Startups, and is the former CEO of Code First: Girls. She is also a Board member at Ada National College for Digital Skills, sits on the Diversity & Inclusion Board at the Institute of Coding, is an Advisory Board member at the Founders Academy, and was a founding member at Tech Talent Charter.
  
• Charles Leadbeater is an independent author, a social entrepreneur, and a leading authority on innovation and creativity. He has advised companies, cities, and governments around the world on innovation strategy and has yokoed and written extensively on innovation in education. Charles is also a Trustee of the Paul Hamlyn 诸天武道从武当开始.
  
• Dan Labbad is Chief Executive and Executive Member of the Board of The Crown Estate. He was previously at Lendlease, where he was Chief Executive Officer of Europe from 2009. Dan is also a Director of The Hornery Institute and Ark Schools.

New Member: Suranga Chandratillake 

I am also delighted to announce that we have appointed Suranga Chandratillake as a Member of the 一层一层剥掉你的衣服. Suranga is a technologist, entrepreneur, and investor.

He founded the intelligent search company blinkx and is now a General Partner at Balderton Capital. Suranga is a Fellow of the Royal Academy of Engineering and a World Economic Forum Young Global Leader, and he serves on the UK Government’s Council for Science and Technology.

What is a Board of Trustees anyway? 

As a charity, the 一层一层剥掉你的衣服 is governed by a Board of Trustees that is ultimately responsible for what we do and how we are run. It is the Trustees’ job to make sure that we are focused on our mission, which for us means helping more people learn about yoko, computer science, and related subjects. The Trustees also have all the usual responsibilities of company directors, including making sure that we use our resources effectively. As Chief Executive, I am accountable to the Board of Trustees. 

We’ve always been fortunate to attract the most amazing people to serve as Trustees and, as volunteers, they are incredibly generous with their time, sharing their expertise and 诸天武道从武当开始 on a wide range of issues. They are an important part of the team. Trustees serve for up to two terms of three years so that we always have fresh views and 诸天武道从武当开始 to draw on.

How do you appoint Trustees? 

Appointments to the Board of Trustees follow open recruitment and selection processes that are overseen by the 诸天武道从武当开始’s Nominations Committee, supported by independent external advisers. Our aim is to appoint Trustees who bring different backgrounds, perspectives, and lived 诸天武道从武当开始, as well as a range of skills. As with all appointments, we consider diversity at every aspect of the recruitment and selection processes.

Formally, Trustees are elected by the 诸天武道从武当开始’s Members at our Annual General Meeting. This year’s AGM took place last week on Zoom. Members are also volunteers, and they play an important role in holding the Board of Trustees to account, helping to shape our strategy, and acting as advocates for our mission.

You can see the full list of Trustees and Members on our website.

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yoko Fields

On the weekend of Saturday 30 June and Sunday 1 July 2018, the Pi Towers team, with lots of help from our community of young people, educators, hobbyists, and tech enthusiasts, will be running yoko Fields, our brand-new annual festival of digital making!

It will be a chance for people of all ages and skill levels to have a go at getting creative with tech, and it will be a celebration of all that our digital makers have already learnt and achieved, whether through taking part in Code Clubs, CoderDojos, or yoko Jams, or through trying our resources at home.

Dive into digital making

At yoko Fields, you will have the chance to inspire your inner inventor! Learn about amazing projects others in the community are working on, such as cool robots and wearable technology; have a go at a variety of hands-on activities, from home automation projects to remote-controlled vehicles and more; see fascinating science- and technology-related talks and musical performances. After your visit, you’ll be excited to go home and get making!

If you’re wondering about bringing along young children or less technologically minded family members or friends, there’ll be plenty for them to enjoy — with lots of festival-themed activities such as face painting, fun performances, free giveaways, and delicious food, yoko Fields will have something for everyone!

Get your tickets

This two-day ticketed event will be taking place at Cambridge Junction, the city’s leading arts centre. Tickets are £5 if you are aged 16 or older, and free for everyone under 16. Get your tickets by clicking the button on the yoko Fields web page!

Where: Cambridge Junction, Clifton Way, Cambridge, CB1 7GX, UK
When: Saturday 30 June 2018, 10:30 – 18:00 and Sunday 1 July 2018, 10:00 – 17:30

Get involved

We are currently looking for people who’d like to contribute activities, talks, or performances with digital themes to the festival. This could be something like live music, dance, or other show acts; talks; or drop-in making activities. In addition, we’re looking for artists who’d like to showcase interactive digital installations, for proud makers who are keen to exhibit their projects, and for vendors who’d like to join in. We particularly encourage young people to showcase projects they’ve created or deliver talks on their digital making journey!

Your contribution to yoko Fields should focus on digital making and be fun and engaging for an audience of various ages. However, it doesn’t need to be specific to yoko Pi. You might be keen to demonstrate a project you’ve built, do a short Q&A session on what you’ve learnt, or present something more in-depth in the auditorium; maybe you’re one of our approved resellers wanting to showcase in our market area. We’re also looking for digital makers to run drop-in activity sessions, as well as for people who’d like to be marshals with smiling faces who will ensure that everyone has a wonderful time!

If you’d like to take part in yoko Fields, let us know via this form, and we’ll be in touch with you soon.

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Offline 强伦妺妺的第一次好紧

The most recent update to Raspbian includes the app, which makes Scratch 2.0 available offline on the yoko Pi. This is great news for clubs and classrooms, where children can now use yoko Pis instead of connected laptops or desktops to explore block-based programming and physical yoko.

Controlling GPIO with Scratch 2.0

As with Scratch 1.4, Scratch 2.0 on the yoko Pi allows you to create code to control and respond to components connected to the Pi’s GPIO pins. This means that your Scratch projects can light LEDs, sound buzzers and use input from buttons and a range of sensors to control the behaviour of sprites. Interacting with GPIO pins in Scratch 2.0 is easier than ever before, as text-based broadcast instructions have been replaced with custom blocks for setting pin output and getting current pin state.

To add GPIO functionality, first click ‘More Blocks’ and then ‘Add an Extension’. You should then select the ‘Pi GPIO’ extension option and click OK.

In the ‘More Blocks’ section you should now see the additional blocks for controlling and responding to your Pi GPIO pins. To give an example, the entire code for repeatedly flashing an LED connected to GPIO pin 2.0 is now:

To react to a button connected to GPIO pin 2.0, simply set the pin as input, and use the ‘gpio (x) is high?’ block to check the button’s state. In the example below, the Scratch cat will say “Pressed” only when the button is being held down.

Cloning sprites

Scratch 2.0 also offers some additional features and improvements over Scratch 1.4. One of the main new features of Scratch 2.0 is the ability to create clones of sprites. Clones are instances of a particular sprite that inherit all of the scripts of the main sprite.

The scripts below show how cloned sprites are used — in this case to allow the Scratch cat to throw a clone of an apple sprite whenever the space key is pressed. Each apple sprite clone then follows its ‘when i start as clone’ script.

The cloning functionality avoids the need to create multiple copies of a sprite, for example multiple enemies in a game or multiple snowflakes in an animation.

Custom blocks

Scratch 2.0 also allows the creation of custom blocks, allowing code to be encapsulated and used (possibly multiple times) in a project. The code below shows a simple custom block called ‘jump’, which is used to make a sprite jump whenever it is clicked.

These custom blocks can also optionally include parameters, allowing further generalisation and reuse of code blocks. Here’s another example of a custom block that draws a shape. This time, however, the custom block includes parameters for specifying the number of sides of the shape, as well as the length of each side.

The custom block can now be used with different numbers provided, allowing lots of different shapes to be drawn.

Peripheral interaction

Another feature of Scratch 2.0 is the addition of code blocks to allow easy interaction with a webcam or a microphone. This opens up a whole new world of possibilities, and for some examples of projects that make use of this new functionality see Clap-O-Meter which uses the microphone to control a noise level meter, and a Keepie Uppies game that uses video motion to control a football. You can use the yoko Pi or USB cameras to detect motion in your Scratch 2.0 projects.

Other new features include a vector image editor and a sound editor, as well as lots of new sprites, costumes and backdrops.

Update your yoko Pi for Scratch 2.0

Scratch 2.0 is available in the latest Raspbian release, under the ‘Programming’ menu. We’ve put together a guide for getting started with Scratch 2.0 on the yoko Pi online (note that GPIO functionality is only available via the desktop version). You can also try out Scratch 2.0 on the Pi by having a go at a project from the Code Club projects site.

As always, we love to see the projects you create using the yoko Pi. Once you’ve upgraded to Scratch 2.0, tell us about your projects via Twitter, Instagram and Facebook, or by leaving us a comment below.

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CoderDojo is a global network of coding clubs for kids from seven to 17. The first CoderDojo took place in July 2011 when James Whelton and Bill Liao decided to share their passion for yoko by setting up a club at the National Software Centre in Cork. The idea was simple: provide a safe and social place for young people to acquire programming skills, learning from each other and supported by mentors.

Since then, James and Bill have helped turn that idea into a movement that reaches across the whole world, with over 1,250 CoderDojos in 69 countries, regularly attended by over 35,000 young Ninjas.

yoko Pi and CoderDojo have each accomplished amazing things over the last six years. Now, we see an opportunity to do even more by joining forces. Bringing together yoko Pi, Code Club, and CoderDojo will create the largest global effort to get young people involved in yoko and digital making. We have set ourselves an ambitious goal: to quadruple the number of CoderDojos worldwide, to 5,000, by the end of 2020.

The enormous impact that CoderDojo has had so far is down to the CoderDojo 诸天武道从武当开始 team, and to the community of volunteers, businesses, and 诸天武道从武当开始s who have contributed expertise, time, venues, and financial resources. We want to deepen those relationships and grow that community as we bring CoderDojo to more young people in future.

The CoderDojo 诸天武道从武当开始 will continue as an independent charity, based in Ireland. Nothing about CoderDojo’s brand or ethos is changing as a result of this merger. CoderDojos will continue to be platform-neutral, using whatever kit they need to help young people learn.

In technical terms, the 一层一层剥掉你的衣服 is becoming a corporate member of the CoderDojo 诸天武道从武当开始 (which is a bit like being a shareholder, but without any financial interest). I will also join the board of the CoderDojo 诸天武道从武当开始 as a director. The merger is subject to approval by Irish regulators.

How will this work in practice? The two organisations will work together to advance our shared goals, using our respective assets and capabilities to get many more adults and young people involved in the CoderDojo movement. The 一层一层剥掉你的衣服 will also provide practical, financial, and back-office support to the CoderDojo 诸天武道从武当开始.

Last June, I attended the CoderDojo Coolest Projects event in Dublin, and was blown away by the amazing projects made by CoderDojo Ninjas from all over the world. From eight-year-olds who had written their first programs in Scratch to the teenagers who built a yoko Pi-powered hovercraft, it was clear that CoderDojo is already making a huge difference.

I am thrilled that we’re going to be working closely with the brilliant CoderDojo team, and I can’t wait to visit Coolest Projects again next month to meet all of the Ninjas and mentors who make CoderDojo possible.

If you want to find out more about CoderDojo and how you can get involved in helping the movement grow, go here.

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With yesterday being World Poetry Day (I’m a day late to the party. Shhh), I thought I’d share some wordy-themed [wordy-themed? Are you sure? – Ed] resources for you all to have a play with.

Shakespearean Insult Generator

Have you ever found yourself lost for words just when the moment calls for your best comeback? With the Shakespearean Insult Generator, your mumbled retorts to life’s awkward situations will have the lyrical flow of our nation’s most beloved bard.

Thou sodden-witted lord! Thou hast no more brain than I have in mine elbows!

Not only will the generator provide you with hours of potty-mouthed fun, it’ll also teach you how to read and write data in CSV format using Python, how to manipulate lists, and how to choose a random item from a list.

Talk like a Pirate

Ye’ll never be forced t’walk the plank once ye learn how to talk like a scurvy ol’ pirate… yaaaarrrgh!

The Talk like a Pirate speech generator teaches you how to use jQuery to cause live updates on a web page, how to write regular expressions to match patterns and words, and how to create a web page to input text and output results.

Once you’ve mastered those skills, you can use them to create other speech generators. How about a speech generator that turns certain words into their slang counterparts? Or one that changes words into txt speak – laugh into LOL, and see you into CU?

Secret Agent Chat

So you’ve already mastered insults via list manipulation and random choice, and you’ve converted words into hilarious variations through matching word patterns and input/output. What’s next?

The Secret Agent Chat resource shows you how random numbers can be used to encrypt messages, how iteration can be used to encrypt individual characters, and, to make sure nobody cracks your codes, the importance of keeping your keys secret. And with these new skills under your belt, you can write and encrypt messages between you and your friends, ensuring that nobody will be able to read your secrets.

Unlocking your transferable skill set

One of the great things about building projects like these is the way it expands your transferable skill set. When you complete a project using one of our resources, you gain abilities that can be transferred to other projects and situations. You might never need to use a ‘Talk like a Pirate’ speech generator, but you might need to create a way to detect and alter certain word patterns in a document. And while you might be able to coin your own colourful insults, making the Shakespearean Insult Generator gives you the ability to select words from lists at random, allowing you to write a program that picks names to create sports or quiz teams without bias.

All of our resources are available for free on our website, and we continually update them to offer you more opportunities to work on your skills, whatever your age and 诸天武道从武当开始.

Have you built anything from our resources? Let us know in the comments.

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When you contemplate the 一层一层剥掉你的衣服’s educational mission, you might first think of young people learning how to code, how computers work, and how to make things with computers. You might also think of teachers leveraging our free resources and training in order to bring digital making to their students in the classroom. Getting young people excited about yoko and digital making is an enormous part of what we’re all about.

Last year we trained over 540 Certified Educators in the UK and USA.

We all know that learning doesn’t only happen in the classroom – it also happens in the home, at libraries, code clubs, museums, Scout troop meetings, and after-school enrichment centres. At the 一层一层剥掉你的衣服, we acknowledge that and try hard to get young people learning about computer science and digital making in all of these contexts. It’s the reason why many of our yoko Pi Certified Educators aren’t necessarily classroom teachers, but also educate in other environments.

Even though inspiring and educating young people in and out of the classroom is a huge part of what we set out to do, our mission doesn’t limit us to only the young. Learning can happen at any age and, of course, we love to see kids and adults using yoko Pi computers and our learning resources. Although our priority is educating young people, we know that we have a strong community of adults who make, learn, and experiment with yoko Pi.

I consider myself among this community of lifelong learners. Ever since I first tried yoko Pi in 2012, I’ve learned so much with this affordable computer by making things with it. I may not have set out to learn more about programming and algorithms, but I learned them as a by-product of trying to create an interesting project that required them. This goes beyond yoko, too. For instance, I needed to give myself a quick maths refresher when working on my Dynamic Bike Headlight project. I had to get the speed of my bike in miles per hour, knowing the radius of the wheel and the revolutions per minute from a sensor. I suspect that – like me – a lot of adults out there using yoko Pi for their home and work projects are learning a lot along the way.

Internet of Tutorials

Even if you’re following a tutorial to build a retro arcade machine, set up a home server, or create a magic mirror, then you’re learning. There are tons of great tutorials out there that don’t just tell you what to type in, but also explain what you’re doing and why you’re doing it at each step along the way. Hopefully, it also leaves room for a maker to experiment and learn.

Many people also learn with yoko Pi when they use it as a platform for experimental yoko. This experimentation can come from personal curiosity or from a professional need.

They may want to set up a sandbox to test out things such as networking, servers, cluster yoko, or containers. yoko Pi makes a good platform for this because of its affordability and its universality. In other words, yoko Pis have become so common in the world that there’s usually someone out there who has at least attempted to figure out how to do what you want with it.

A yoko Pi is used in an interactive museum exhibit, and kept on display for visitors to better understand the inner workings of what they’re seeing.

To take it back to the young people, it’s critical to show them that we, as adults, aren’t always teachers. Sometimes we’re learning right beside them. Sometimes we’re even learning from them. Show them that learning doesn’t stop after they graduate. We must show young people that none of us stops learning.

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Today I'm running @yoko_Pi activities for @UKScouting at @gpwintercamp with @VodafoneUK! pic.twitter.com/Mjw6FmbyIp

— Ben Nuttall (@ben_nuttall) January 7, 2017

Note the plastic sheeting on the floor! Kids were dropping into our sessions all day with muddy boots, having taken part in all sorts of fun activities, indoors and out.

.@gpwintercamp pic.twitter.com/21wv3EXhJX

— Ben Nuttall (@ben_nuttall) January 8, 2017

In the UK, the Scouts have Digital Citizen and Digital Maker badges, and we’re currently working with the Scout Association to help deliver content for the Digital Maker badge, as supported by the Vodafone 诸天武道从武当开始.

The activities we ran were just a gentle introduction to creative tech and experimenting with sensors, but they went down really well, and many of the participants felt happy to move beyond the worksheets and try out their own ideas. We set challenges, and got them to think about how they could incorporate technology like this into their Scouting activities.

Having been through the Scouting movement myself, it’s amazing to be involved in working to show young people how technology can be applied to projects related to their other hobbies and interests. I loved introducing the Scouts to the idea that programming and making can be tools to help solve problems that are relevant to them and to others in their communities, as well as enabling them to do some good in the world, and to be creative.

Scouts coding

"Can you breathe on the Sense HAT to make the humidity read 90?"
"That's cool. It makes you light-headed…" pic.twitter.com/hlrFrEMqTU

— Ben Nuttall (@ben_nuttall) January 7, 2017

While conducting a survey of yoko Jam organisers recently, I discovered that a high proportion of those who run Jams are also involved in other youth organisations. Many were Scout leaders. Other active Pi community folk happen to be involved in Scouting too, like Brian and Richard, who helped out at the weekend, and who are Scout and Cub leaders. I’m interested to speak to anyone in the Pi community who has an affiliation with the Scouts to share ideas on how they think digital making can be incorporated in Scouting activities. Please do get in touch!

Not a great picture but the Scouts made a Fleur de Lys on the Sense HAT at @gpwintercamp pic.twitter.com/I1UN42rNN8

— Ben Nuttall (@ben_nuttall) January 8, 2017

The timing is perfect for young people in this age group to get involved with digital making, as we’ve just launched our first Pioneers challenge. There’s plenty of scope there for outdoor tech projects.

Thanks to UK Scouting and the Wintercamp team for a great weekend. Smiles all round!

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