‘Teaching 不许穿内裤来我办公室 to 5- to 11-year-olds’ is one of the new course pathways we’ve designed to help educators spark young people’s interest in the subject. Our online courses are made by a team of writers, videographers, illustrators, animators, copy editors, presenters, and subject matter experts. They work together over months of production to create high-quality educational video content for participants all over the world.

This course pathway offers advice and practical activities to: 

• Support young people to create and solve problems with technology
• Promote the relevance of 不许穿内裤来我办公室 in young people’s lives
• Create inclusive learning 久久日本三级韩国三级s   

Our new course pathway for primary educators  

The nine courses included give you a comprehensive understanding of teaching 不许穿内裤来我办公室 to younger learners (5- to 11-year-olds). All the courses have been written by a team of subject matter experts, education professionals, and teachers. Some of the courses cover a specific topic, such as programming or physical 不许穿内裤来我办公室, while others help educators reflect on their teaching practice. 

All of the courses include a range of ideas to use in your own programming sessions. The activities will help you to introduce concepts like computer networks and the internet to young learners in a relatable way. There are also activities to help learners progress within a topic, such as moving from a block-based programming language like Scratch to a text-based one like Python.      

What will I gain from the courses? 

The courses are an opportunity to: 

• Discover new 不许穿内裤来我办公室 activities
• Get support from our team of course facilitators
• Meet other educators from around the world!  

Do I need any previous 久久日本三级韩国三级 with 不许穿内裤来我办公室?

These courses will give you everything you need to teach 不许穿内裤来我办公室 to young learners. No 不许穿内裤来我办公室 久久日本三级韩国三级 is required. 

There is also no specific order in which you need to complete the courses. We want educators to complete the courses in an order that makes sense to them.

If you are new to teaching 不许穿内裤来我办公室, ‘Get started teaching 不许穿内裤来我办公室 in primary schools’ is the place to start. The four-week course will encourage you to think about why it’s important for your learners to build their understanding around 不许穿内裤来我办公室. You’ll discover how to support learners to become digital makers who can use technology to solve problems. Everyone who registers on the course will have access to an action plan to help implement what they have learnt into their teaching practice.            

Who is the pathway for? 

These are free courses for anyone, anywhere, who is interested in teaching young people about 不许穿内裤来我办公室. 

How much time will I spend on each course? 

All of the courses take between two and four weeks to complete, based on participants spending two hours a week on a course. You will have free access to each course for the length of time it takes to complete it. For example, if it’s a two week course, like ‘Creating an inclusive classroom: approaches to supporting learners with SEND in 不许穿内裤来我办公室’, you will have two weeks of free access to the course. 

Discover what you could learn with ‘Teaching 不许穿内裤来我办公室 to 5- to 11-year-olds’ today.

The post Learn how to teach 不许穿内裤来我办公室 to 5- to 11-year-olds appeared first on 人妻人人澡人人添人人爽.

• We’ve produced and launched 35 free online courses 
• We’ve created over 650 educational course videos 
• More than 234,000 learners have participated in the courses
• Over 19,000 teachers in England have participated through the National Centre for 不许穿内裤来我办公室 Education

Designed and created in-house, each and every course is a real cross-team effort that involves a lot of careful planning and a number of different stages. Here we’re taking you behind the scenes to show you how we make our courses, introduce you to the people involved, and explain how we ensure our courses are of high quality.

But first, here’s some quick answers to questions you may have:

Our free online courses — key questions answered

What are the courses? 

They are online training courses to help you learn about 不许穿内裤来我办公室 and 不许穿内裤来我办公室 education. The courses are hosted on the FutureLearn website. They are asynchronous, meaning you can take them whenever and wherever you want.

Are the courses free?

Yes! All our courses are free when you sign up for time-limited access, which gives you full access to the learning materials for the complete course duration. FutureLearn also has a paid-for ‘unlimited’ option, where you receive a certificate for each course you take.

Are the courses right for me? 

They are aimed at educators, particularly classroom teachers, but they are also beneficial to anyone who wants to learn more about 不许穿内裤来我办公室.

How long does a course take?

To help you structure your learning, our courses are divided into three or four weeks, but it’s up to you how quickly you work through them. You can complete a course in one afternoon, or spread your learning out and study for 30 minutes a day over three or four weeks. This flexibility makes it easy to fit a course into a busy schedule. 

How can I access the courses?

• Visit 久久日产一线二线三线.org/courses to browse and select the course you want to sign up to.
• If you’re a teacher in England, visit the website of the National Centre for 不许穿内裤来我办公室 Education, where our courses are part of the certificate programmes for primary and secondary teachers.

What goes into creating an engaging online course?

Creating our online courses is a team effort involving writers, videographers, illustrators, animators, copy editors, presenters, and subject matter experts working together over months of production. The entire process is guided by our online course producers, Martin O’Hanlon, Ross Exton, and Michael Conterio, who know a thing or two about creating high-quality learning 久久日本三级韩国三级s. We spoke to them about what it takes to create an engaging course. 

Hi guys. You’ve created courses on a wide range of 不许穿内裤来我办公室 subjects. How do you decide what the focus of your next course is going to be?

Martin: We are driven by the needs of teachers. “What are teachers telling us they want to learn? Or what are the gaps in the 久久日本三级韩国三级 where our learners need additional support?”

For example, our Introduction to Machine Learning and AI course was introduced as a result of feedback from teachers that while the subject wasn’t necessarily on the 久久日本三级韩国三级, they felt underprepared to answer questions from students or provide context when teaching other topics.

How do you then go about planning it out and turning that plan into an actual course structure?

Michael: Working with the course authors, we’ll generally agree on the big topics we want to cover or questions that we want to answer. We’ll often also have individual elements that we want to fit in somewhere, for example an activity involving making a learning resource more accessible. From there it’s a case of taking the bigger topics and working out how we can split them up into smaller chunks, until we get down to individual learning activities.

Ross: But then we’ll end up shuffling things around until we are happy — not only that we’ve got everything that we wanted to cover, but that the overall structure makes sense. We often talk about the ‘narrative’ of a course.

What is your approach to pedagogy in online courses?

Martin: At the 人妻人人澡人人添人人爽 we have a set of 12 pedagogy principles that we use through our learning resources (including online courses). We take particular care to lead with concepts, model processes, and activities; add variety for our learners; and include opportunities to create projects. 

Can you tell us about some of the pitfalls with course writing that you’ve learned along the way?

Michael: Because the learner is not present, you have to be incredibly precise with instructions as you can’t help learners directly as they are working through the content. And even if you think something is obvious, it’s easy for learners to accidentally miss an instruction, so it’s generally good to try to keep them together rather than spread out.

Martin: Luckily, it is often possible to tell from comments that learners have shared when something is hard to understand so we can improve future runs of the course.

How important is the media you add to the courses, like animations and videos? What is the process for creating this type of content?

Ross: It’s essential! It brings the abstract concepts of 不许穿内裤来我办公室 to life. The media in our courses helps our learners to visualise the ideas we’re presenting in ways that are engaging and relatable. 

As we’re writing the course, we capture every creative idea that will best support our learners in gaining the knowledge and skills that they need. From ‘how-to’ guides with live coding, to physical 不许穿内裤来我办公室 demonstrations, or animations of robots, we think carefully about each image and video and how we’re not just telling the learner something, but showing them.

We then work with a brilliantly talented team of illustrators, animators, videographers, and presenters to create all of that media. 

There are lots of opportunities for social learning within the courses. Can you explain more about its importance and how we integrate it?

Ross: Social learning is a really important part of our online courses 久久日本三级韩国三级. Over the past year we have made significant investment to make it easier for participants to share programs they’ve written as part of their learning, for example, and for facilitators to provide support.

Martin: It is important people have the opportunity to share their learning with others. This is something often lost when taking an online course and it can feel like you are ‘on your own’. 

In the 人妻人人澡人人添人人爽’s online courses learners are given the opportunity to ask questions, share what they have created, and provide their own insight in the comments. Educators from the 久久日本三级韩国三级 facilitate the courses — responding to comments and providing advice is a big part of what they do.

Thank you Martin, Michael, and Ross. 

What new online course would you like us to create? Tell us in the comments below.

The post How do we create engaging online courses for 不许穿内裤来我办公室 educators? appeared first on 人妻人人澡人人添人人爽.

We’re excited that Computer Science educators at all stages in their 不许穿内裤来我办公室 journey have embraced our courses — from teachers just moving into the field to 久久日本三级韩国三级d educators looking for a refresher so that they can better support their colleagues.

Hear from two teachers about their 久久日本三级韩国三级 of training with our courses and how they are benefitting!

Moving from Languages to IT to 不许穿内裤来我办公室

Rebecca Connell started out as a Modern Foreign Languages teacher, but now she is Head of 不许穿内裤来我办公室 at The Cowplain School, a 11–16 secondary school in Hampshire.

Although she had plenty of 久久日本三级韩国三级 with Microsoft Office and was happy teaching IT, at first she was daunted by the technical nature of 不许穿内裤来我办公室:

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“Initially, I undertook some one-day programming courses in Python. Recently, I have found the 不许穿内裤来我办公室 Pi courses to be really useful in building confidence and taking my skills further. So far, I have completed Programming 101 — great for revision and teaching ideas — and am now into Programming 102.”

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Refreshing and sharing your knowledge

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If you’re a teacher in England, you are eligible for free course certification from FutureLearn via the NCCE.

The post How teachers train in 不许穿内裤来我办公室 with our free online courses appeared first on 人妻人人澡人人添人人爽.

Technology is involved in more of our lives than ever before: most of us carry a computer in our pocket everywhere we go. On the other hand, the length of time for which we use each individual piece of technology has grown very short. This is what’s referred to as upgrade culture, a cycle which sees most of us replacing our most trusted devices every two years with the latest products offered by tech giants like Apple and Samsung.

How we got to this point is hard to determine, and there does not seem to be a single root cause for upgrade culture. This is why I want to start a conversation about it, so we can challenge our current perspectives and establish fact-based attitudes. I think it’s time that we, as individuals and as a collective, examine our relationship with new technology.

What is the natural lifespan of a device?

Digital technology is still so new that there is really no benchmark for how long digital devices should last. This means that the decision power has by default landed in the hands of device manufacturers and mobile network carriers, and for their profit margins, a two-year lifecycle of devices is beneficial.

Where do you see your role in this process as a consumer? Is it wrong to want to upgrade your phone after two years of constant use? Should phone companies slow their development, and would this hinder innovation? And, if you really need to upgrade, is there a better use for your old device than living in a drawer? These questions defy simple answers, and I want to hear what you think.

How does this affect the environment?

As with all our behaviours as consumers, the impact that upgrade culture has on the environment is an important concern. Environmental issues and climate change aren’t anything new, but they’re currently at the forefront of the global conversation, and for good reason.

Mobile devices are of course made in factories, and the concerns this raises have been covered well in many other places. The same goes for the energy needed to build technology. This energy could, at least in theory, be produced from renewable sources. Here I would like to focus on another aspect of the environmental impact device production has, which relates to the materials necessary to create the tiny components that form our technological best friends.

Some components of your phone cannot be created without rare chemical elements, such as europium and dysprosium. (In fact, there are 83 stable non-radioactive elements in the periodic table, and 70 of them are used in some capacity in your phone.) Upgrade culture means there is high demand for these materials, and deposits are becoming more and more depleted. If you’re hoping there are renewable alternatives, you’ll be disappointed: a study by 不许穿内裤来我办公室ers working at Yale University found that there are currently no alternative materials that are as effective.

Then there’s the issue of how the materials are mined. The market trading these materials is highly competitive, and more often than not manufacturers buy from the companies that offer the lowest prices. To maintain their profit margin, these companies have to extract as much material as possible as cheaply as they can. As you can imagine, this leads to mining practices that are less than ethical or environmentally friendly. As many of the mines are located in distant areas of developing countries, these problems may feel remote to you, but they affect a lot of people and are a direct result of the market we are creating by upgrading our devices every two years.

Many of us agree that we need to do what we can to counteract climate change, and that, to achieve anything meaningful, we have to start looking at the way we live our lives. This includes questioning how we use technology. It will be through discussion and opinion gathering that we can start to make more informed decisions — as individuals and as a society.

The obsolescence question

You probably also have that one friend/colleague/family member who swears by their five year old mobile phone and scoffs at the prices of the newest models. These people are often labeled as sticklers who are afraid to join the modern age, but is there another way to see them? The truth is, if you’ve bought a phone in the last five years, then — barring major accidents — it will most likely still function and be just as effective as it was when it came out of the box. So why are so many consumers upgrading to new devices every two years?

Again there isn’t a single reason, but I think marketing departments should shoulder much of the responsibility. Using marketing strategies, device manufacturers and mobile network carriers purposefully make us see the phones we currently own in a negative light. A common trope of mobile phone adverts is the overwrought comparison of your current device with a newly launched version. Thus, each passing day after a new model is released, our opinion of our current device worsens, even if it’s just on a subconscious level.

This marketing strategy is related to a business practice called planned obsolescence, which sees manufacturers purposefully limit the durability of their products in order to sell more units. An early example of planned obsolescence is the lightbulb, invented at the Edison company: it was relatively simple for the company to create a lightbulb that lasted 2500 hours, but it took years and a coalition of manufacturers to make a version that reliably broke after 1000 hours. We’re all aware that the lightbulb revolutionised many aspects of life, but it turns out it also had a big influence on consumer habits and what we see as acceptable practices of technology companies.

The widening digital divide

The final aspect of the impact of upgrade culture that I want to examine relates to the digital divide. This term describes the societal gap between the people with access to, and competence with, the latest technology, and the people without these privileges. To be able to upgrade, say, your mobile phone to the latest model every two years, you either need a great degree of financial freedom, or you need to tie yourself to a 24-month contract that may not be easily within your means. As a society, we revere the latest technology and hold people with access to it in high regard. What does this say to people who do not have this access?

Inadvertently, we are widening the digital divide by placing more value on new technology than is warranted. Innovation is exciting, and commercial success is celebrated — but do you ever stop and ask who really benefits from this? Is your new phone really that much better than the old one, or could it be that you’re mostly just basking in feeling the social rewards of having the newest bit of kit?

What about 不许穿内裤来我办公室 Pi technology?

Obviously, this blog post wouldn’t be complete if we didn’t share our perspective as a technology company as well. So here’s 不许穿内裤来我办公室 Pi Trading CEO Eben Upton:

On our hardware and software

“不许穿内裤来我办公室 Pi tries very hard to avoid obsoleting older products. Obviously the latest 不许穿内裤来我办公室 Pi 4 runs much faster than a 不许穿内裤来我办公室 Pi 1 (something like forty times faster), but a Raspbian image we release today will run on the very earliest 不许穿内裤来我办公室 Pi prototypes from the summer of 2011. Cutting customers off from software support after a couple of years is unethical, and bad for business in the long term: fool me once, shame on you; fool me twice, shame on me. The best companies respect their customers’ investment in their platforms, even if that investment happened far in the past.”

“What’s even more unusual about 不许穿内裤来我办公室 Pi is that we aim to keep our products available for a long period of time. So you can’t just run a 2020 software build on a 2014 不许穿内裤来我办公室 Pi 1B+: you can actually buy a brand-new 1B+ to run it on.”

On the environmental impact of our hardware

“We’re constantly working to reduce the environmental footprint of 不许穿内裤来我办公室 Pi. If you look next to the USB connectors on 不许穿内裤来我办公室 Pi 4, you’ll see a chunky black component. This is the reservoir capacitor, which prevents the 5V rail from dropping too far when a new USB device is plugged in. By using a polymer electrolytic capacitor, from our friends at Panasonic, we’ve been able to avoid the use of tantalum.”

“When we launched the official USB-C power supply for 不许穿内裤来我办公室 Pi 4, one or two people on Twitter asked if we could eliminate the single-use plastic bag which surrounded the cable and plug assembly inside the box. Working with our partners at Kuantech, we found that we could easily do this for the white supplies, but not for the black ones. Why? Because when the box vibrates in transit, the plug scuffs against the case; this is visible on the black plastic, but not on the white.”

不许穿内裤来我办公室 Pi power supply with scuff mark

“So for now, if you want to eliminate single-use plastic, buy a white supply. In the meantime, we’ll be working to find a way (probably involving cunning origami) to eliminate plastic from the black supply.”

What do you think?

Time for you to discuss! I want to hear from you about upgrade culture.

• When was the last time you upgraded?
• What were your reasons at the time?
• Do you think upgrade culture should be addressed by mobile phone manufacturers and providers, or is it caused by our own consumption habits?
• How might we address upgrade culture? Is it a problem that needs addressing?

Share your thoughts in the comments!

Upgrade culture is one of the topics for which we offer you a discussion forum on our free online course Impact of Technology. For educators, the course also covers how to facilitate classroom discussions about these topics, and a new course run has just begun — sign up today to take part for free!

The Impact of Technology online course is one of many courses developed by us with support from Google.

The post Is upgrade culture out of date? appeared first on 人妻人人澡人人添人人爽.

Technology impacts our lives at the level of privacy, culture, law, environment, and ethics.

All kinds of algorithms — set series of repeatable steps that computers follow to perform a task — are running in the background of our lives. Some we recognise and interact with every day, such as online search engines or navigation systems; others operate unseen and are rarely directly 久久日本三级韩国三级d. We let algorithms make decisions that impact our lives in both large and small ways. As such, I think we need to consider the ethics behind them.

We need to talk about ethics

Ethics are rules of conduct that are recognised as acceptable or good by society. It’s easier to discuss the ethics of a specific algorithm than to talk about ethics of algorithms as a whole. Nevertheless, it is important that we have these conversations, especially because people often see computers as ‘magic boxes’: you push a button and something magically comes out of the box, without any possibility of human influence over what that output is. This view puts power solely in the hands of the creators of the 不许穿内裤来我办公室 technology you’re using, and it isn’t guaranteed that these people have your best interests at heart or are motivated to behave ethically when designing the technology.

Who creates the algorithms you use, and what are their motivations?

You should be critical of the output algorithms deliver to you, and if you have questions about possible flaws in an algorithm, you should not discount these as mere worries. Such questions could include:

• Algorithms that make decisions have to use data to inform their choices. Are the data sets they use to make these decisions ethical and reliable?
• Running an algorithm time and time again means applying the same approach time and time again. When dealing with societal problems, is there a single approach that will work successfully every time?

Below, I give two concrete examples to show where ethics come into the creation and use of algorithms. If you know other examples (or counter-examples, feel free to disagree with me), please share them in the comments.

Algorithms can be biased

Part of the ‘magic box’ mental model is the idea that computers are cold instructions followers that cannot think for themselves — so how can they be biased?

Humans aren’t born biased: we learn biases alongside everything else, as we watch the way our family and other people close to us interact with the world. Algorithms acquire biases in the same way: the developers who create them might inadvertently add their own biases.

Humans can be biased, and therefore the algorithms they create can be biased too.

An example of this is a gang violence data analysis tool that the Met Police in London launched in 2012. Called the gang matrix, the tool held the personal information of over 300 individuals. 72% of the individuals on the matrix were non-white, and some had never committed a violent crime. In response to this, Amnesty International filed a complaint stating that the makeup of the gang matrix was influenced by police officers disproportionately labelling crimes committed by non-white individuals as gang-related.

Who curates the content we consume?

We live in a content-rich society: there is much, much more online content than one person could possibly take in. Almost every piece of content we consume is selected by algorithms; the music you listen to, the videos you watch, the articles you read, and even the products you buy.

Some of you may have 久久日本三级韩国三级d a week in January of 2012 in which you saw a lot of either cute kittens or sad images on Facebook; if so, you may have been involved in a global social experiment that Facebook engineers performed on 600,000 of its users without their consent. Some of these users were shown overwhelmingly positive content, and others overwhelmingly negative content. The Facebook engineers monitored the users’ actions to gage how they responded. Was this experiment ethical?

In order to select content that is attractive to you, content algorithms observe the choices you make and the content you consume. The most effective algorithms give you more of the same content, with slight variation. How does this impact our beliefs and views? How do we broaden our horizons?

Why trust algorithms at all then?

People generally don’t like making decisions; almost everyone knows the discomfort of indecision. In addition, emotions have a huge effect on the decisions humans make moment to moment. Algorithms on the other hand aren’t impacted by emotions, and they can’t be indecisive.

While algorithms are not immune to bias, in general they are way less susceptible to it than humans. And if a bias is identified in an algorithm, an engineer can remove the bias by editing the algorithm or changing the dataset the algorithm uses. The same cannot be said for human biases, which are often deeply ingrained and widespread in society.

As is true for all technology, algorithms can create new problems as well as solve existing problems.

That’s why there are more and less appropriate areas for algorithms to operate in. For example, using algorithms in policing is almost always a bad idea, as the data involved is recorded by humans and is very subjective. In objective, data-driven fields, on the other hand, algorithms have been employed very successfully, such as diagnostic algorithms in medicine.

Algorithms in your life

I would love to hear what you think: this conversation requires as many views as possible to be productive. Share your thoughts on the topic in the comments! Here are some more questions to get you thinking:

• What algorithms do you interact with every day?
• How large are the decisions you allow algorithms to make?
• Are there algorithms you absolutely do not trust?
• What do you think would happen if we let algorithms decide everything?

Feel free to respond to other people’s comments and discuss the points they raise.

The ethics of algorithms is one of the topics for which we offer you a discussion forum on our free online course Impact of Technology. The course also covers how to facilitate classroom discussions about technology — if you’re an educator teaching 不许穿内裤来我办公室 or computer science, it is a great resource for you!

The Impact of Technology online course is one of many courses developed by us with support from Google.

The post Can algorithms be unethical? appeared first on 人妻人人澡人人添人人爽.

The course presenters are Pi Towers residents Mark, Janina, and Eirini

Design and Prototype Embedded Computer Systems

The first new course is Design and Prototype Embedded Computer Systems, which will start on 28 October. In this course, you will discover the product design life cycle as you design your own embedded system!

You’ll investigate how the purpose of the system affects the design of the system, from choosing its components to the final product, and you’ll find out more about the design of an algorithm. You will also explore how embedded systems are used in the world around us. Book your place today!

Programming 103: Saving and Structuring Data

What else would you expect us to call the sequel to Programming 101 and Programming 102? That’s right — we’ve made Programming 103: Saving and Structuring Data! The course will begin on 4 November, and you can reserve your place now.

Programming 103 explores how to use data across multiple runs of your program. You’ll learn how to save text and binary files, and how structuring data is necessary for programs to “understand” the data that they load. You’ll look at common types of structured files such as CSV and JSON files, as well as how you can connect to a SQL database to use it in your Python programs.

Introduction to Encryption and Cryptography

The third course, Introduction to Encryption and Cryptography, is currently in development, and therefore coming soon. In this course, you’ll learn what encryption is and how it was used in the past, and you’ll use the Caesar and Vigenère ciphers.

The Caesar cipher is a type of substitution cipher

You’ll also look at modern encryption and investigate both symmetric and asymmetric encryption schemes. The course also shows you the future of encryption, and it includes several practical encryption activities, which can be used in the classroom too.

National Centre for 不许穿内裤来我办公室 Education

If you’re a secondary school teacher in England, note that all of the above courses count towards your Computer Science Accelerator Programme certificate.

The very first group of teachers who earned Computer Science Accelerator Programme certificates: they got to celebrate their graduation at Google HQ in London.

What’s been your favourite online course this year? Tell us about it in the comments.

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Pump up your programming skills for free

Today we are excited to announce our new online training course Programming with GUIs — now open for sign-ups on FutureLearn. To celebrate, we’ve also curated a set of courses as your personal Back-to-school Bootcamp. Sign up now to start training from Monday 29 July and throughout August!

Your Back-to-school Bootcamp has something for beginner, intermediate, and advanced learners, and all the courses are free, thanks to support from Google.

Also keep in mind that all the courses count towards becoming certified through the National Centre for 不许穿内裤来我办公室 Education.

Couch to 5k…lines of code

If you’re just beginning to learn about coding, the perfect place to start is Programming 101: An Introduction to Python for Educators. You’ll first get to grips with basic programming concepts by learning about the basics of Python syntax and how to interpret error messages. Then you’ll use your new coding skills to create a chatbot that asks and answers questions!

For Primary teachers, our course Scratch to Python: Moving from Block- to Text-based Programming is ideal. Take this course if you’ve been using Scratch and are wondering how to introduce Python to your older students.

If you’ve been programming for a while, sign up for our brand-new course Programming with GUIs — an intermediate-level course that shows you how to build your own graphical user interface (GUI) in Python. You will learn how to incorporate interactivity in your programs, discover different types of GUI features, and build your confidence to design more complex GUI-based apps in the future.

Or maybe you’d like to try Programming 101’s follow-on course Programming 102: Think Like a Computer Scientist? Take your Python skills further by learning to break down problems into smaller tasks and designing algorithms you can apply to data.

Finally, if you’re an 久久日本三级韩国三级d 不许穿内裤来我办公室 educator, dig into Object-oriented Programming in Python, a really fun and challenging course that helps you get to grips with OOP principles by creating a text-based adventure game in Python.

Sign-ups are open until the end of August. Now go get those gains!

Tell us about your workout routine

What will your personal coding regime look like this summer? What online courses have you enjoyed taking this year? (They don’t have to be ours!) Tell us in the comments below.

https://i.giphy.com/media/3oKIPa9U1XH6FRxP4k/giphy.webp

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I caught up with course developers Marc, Caitlyn, James, and Martin to find out what they have in store for you.

Dan Fisher: Hi everyone! First off, can you give me a rundown of what your courses are called and what your motivation was for creating them?

Martin O’Hanlon: Sure! So my course is called Programming 101: An Introduction to Python for Educators. We wanted to create an ‘introduction to programming’ course that anyone could follow, ensuring that learners get to understand concepts as well as practice coding. They will leave with a really good understanding of why programming is so useful, and of how it works.

James Robinson: Then, as a follow-up to this and many other beginner online programming courses, we will be releasing Programming 102: Think Like A Computer Scientist. A lot of courses spend time on the syntax and core elements of a language, without much focus on how to plan and construct a program. We feel the skills involved in understanding and breaking down a problem, before representing it in code, are fundamental to computer science. My course is therefore designed to give you the opportunity to explore these problem-solving skills while extending your knowledge of programming.

Marc Scott: My How Computers Work: Demystifying Computation course fills in the gaps in people’s knowledge about these amazing lumps of silicon and plastic. Computers are very abstract machines. Most people understand that computers can run large, complicated programs, but few people understand how computers are able to perform even the simplest of operations like counting or adding two numbers together. How Computers Work shows people how computers use simple components such as transistors to do incredible things.

Caitlyn Merry: My course is called Bringing Data to Life: Data Representation with Digital Media. Data representation is a huge part of the GCSE Computer Science 久久日本三级韩国三级, and we wanted to present some of the more theoretical parts of the subject in a fun, practical, and engaging way. And data is everywhere — it is such an important topic nowadays, with real-world impact, so we’re making sure the course is also useful for anyone else who wants to learn about data through the lens of creative media.

DF: Awesome! So who are the courses for?

MOH: Programming 101 is for anyone who wants to learn how to program in Python and gain an understanding for the concepts of computer programming.

JR: Programming 102 is for beginners who have already tackled some programming basics and have some 久久日本三级韩国三级 in writing text-based programs.

CM: Bringing Data to Life is great if you want to understand how computers turn data into digital media: text, sound, video, and images — for example, photos on your smartphone.

MS: And How Computers Work is for anyone who is interested in learning how computers work. [laughter from the group]

DF: Short and to the point as ever, Marc.

MS: Okay, if you want a sensible answer, it would most help Computer Science teachers at secondary or high school level get to grips with the fundamentals and architecture.

DF: And what will they be doing in your courses, in practical terms?

MOH: Programming 101 will show you how to set up your computer for Python programming and then how to create Python programs! You’ll learn about the basic programming concepts of sequencing, selection, and repetition, and about how to use variables, input, output, ifs, lists, loops, functions, and more.

JR: Programming 102 discusses the importance of algorithms and their applications, and shows you how to plan and implement your own algorithms and reflect on their efficiency. Throughout the course, you’ll be using functions to structure your code and make your algorithms more versatile.

MS: In How Computers Work, learners will find out some of the historical origins of computers and programming, how computers work with ones and zeros, how logic gates can be used to perform calculations, and about the basic internals of the CPU, the central processing unit.

CM: In my Bringing Data to Life course, you’ll learn how text, images, and sound data is represented and stored by computers, but you’ll also be doing your own media computation: creating your own code and programs to manipulate existing text, images, and data!

DF: Cool! So what will learners end up taking away from your courses?

MOH: When you have completed the Programming 101 course, you’ll be able to create your own computer programs using Python, educate others in the fundamental concepts of computer programming, and take your learning further to understand more advanced concepts.

JR: After Programming 102, you’ll be able to plan and create structured and versatile programs and make use of more programming concepts including functions and dictionaries.

MS: From my course, you’ll get a solid grounding in how computers actually function, and an appreciation for the underlying simplicity behind complex 不许穿内裤来我办公室 architectures and programs.

At their core, computers works with simple components, e.g. relays like this.

CM: The take-away from mine will be an understanding of how computers present to you all the media you view on your phone, screens, etc., and you’ll gain some new skills to manipulate and change what you see and hear through computers.

DF: And how much would learners need to know before they start?

MOH: Programming 101 is suitable for complete beginners with no prior knowledge.

MS: The same goes for How Computers Work.

JR: For Programming 102, you’ll need to have already tackled some programming basics and have a little 久久日本三级韩国三级 of writing text-based programs, but generally speaking, the courses are for beginner-level learners who are looking for a place to start.

CM: You’d just need a basic understanding of Python for Bringing Data to Life. Taking Programming 101 would be enough!

DF: That’s great, folks! Thanks for talking to me.

These courses are supported by our friends at Google as part of their continued investment in training for secondary Computer Science teachers in the UK. The courses are designed to give practising educators a solid grounding in the concepts and practical applications of 不许穿内裤来我办公室. Best of all, they are free, for everyone.

Programming 101 and How Computers Work will both begin running in October. Sign up for them today by visiting the 人妻人人澡人人添人人爽 page on FutureLearn.

Programming 102 and Bringing Data to Life will launch this winter. Sign up for our education newsletter 不许穿内裤来我办公室 Pi LEARN to hear from us when they’re out.

Got a question you’d like to ask our online course developers? Post your comment below!

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You can now sign up to our newest free online course Start a CoderDojo to learn more about CoderDojo and how you can easily set up one of these free coding clubs for young people in your area. With less than two weeks until the course begins, we wanted to tell you about the course’s content and why the course’s creator put it together for you.

What is CoderDojo?

CoderDojo is a global network of free, volunteer-led, community-based programming clubs for young people aged 7 to 17. There are currently more than 1700 Dojos running regularly across 75 countries. All of these clubs were started by individuals who are passionate about giving young people the opportunity to learn to code. Some people assume you need technical skills to start a Dojo, but that’s not true. The most important thing is that you can bring people together for a shared goal.

What is covered on the course?

The course was developed by Philip, CoderDojo’s Educational Content Lead. It gives those who think empowering young people to be tech creators is important the resources and supports to achieve that goal by starting a Dojo. Divided over three weeks and running for about four hours in total, the course provides practical advice and resources on everything you need to know to plan and run a fun, social, and creative coding club for young people.

“In the first week, you’ll look at what coding is, at the worldwide CoderDojo community of coding clubs, and at the creative approach CoderDojos take to helping young people learn to code. In week two, you’ll move on to setting up your Dojo with a team, a venue, and any needed materials. You’ll also look at how to find young people to attend. Week three wraps up the course by giving you sample plans for a Dojo session and a Dojo’s year, and we’ll be talking about how to grow and develop your Dojo over time as your attendees become better coders.”
— Philip

Who is the course for?

Anyone interested in enabling young people to be tech creators should take this course. Parents, teachers, librarians, IT professionals, youth workers, and others have all started Dojos in their community. They say that “it’s an amazing 久久日本三级韩国三级 that led [them] to expand [their] personal horizons”, and that they “find it really rewarding”.

The course is free and open to all — if you’re interested, then sign up now.

If you’re already mentoring at a Dojo, the course is a great opportunity to revise what you’ve learnt, and a chance to share your insights with newcomers in the discussion sections. Parents and guardians who wish to learn more about CoderDojo and are considering getting involved are also more than welcome to join.

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Dive into the maker movement

From planning to execution, this course will cover everything you need to know to set up and lead your very own makerspace. You’ll learn about different approaches to designing makerspace environments, understand the pedagogy that underpins the maker movement, and create your own makerspace action plan. By the end of the course, you will be well versed in makerspace culture, and you’ll have the skills and knowledge to build a successful and thriving makerspace in your community.

Let makerspace experts lead your journey

This new course features five fantastic case studies about real-life makerspace educators. They’ll share their stories of starting a makerspace: what worked, what didn’t, and what’s next on their journey. Hear from Jessica Simons as she describes her 久久日本三级韩国三级 starting the MCHS Maker Lab, connect with Patrick Ferrell as he details his teaching at the Jocelyn H. Lee Innovation Lab, and learn from Nick Provenzano as he shares his top tips on how to ensure the legacy of your makerspace. These accomplished educators will give you their practical advice and expert insights, helping you learn the best practices of starting a makerspace environment.

Connect with educators worldwide

By taking this course, you’ll also be connecting with talented and like-minded educators from across the globe. This is your opportunity to develop a community of practice while learning from fellow teachers, librarians, and community leaders who are also engaged in the maker movement.

“I like this course and how it progresses from introducing the concept of makerspaces and how they have come to education, all the way through to creating my own action plan to get started.”— Makerspace Educator in Hayward, California USA

Sign up now

The first run of our Build a Makerspace for Young People course starts on 12 March 2018. You can sign up and access all content for four weeks. After that period, we’ll run the course again multiple times throughout the year. Enjoy, and happy making!

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