For Sandbox # 7 I chose to spend an hour learning the basics of coding. I had no experience with coding and was a bit intimidated by it. But after working my way through the readings I was determined to change that. I began with Kano Harry Potter Hour of Code because A) everything is better when Harry Potter is involved and B) coding really seems rather like magic to me. I worked through all the challenges beginning with making a feather levitate. After that I summoned Bertie Bots Every Flavor Beans, created fireworks, added music to instruments, and ended with flying a blue Ford Anglia. It was fun but it took sometime to figure out what I was doing. I liked the way the pieces of code snapped together like a puzzle or Legos. The instructions were easy to follow. An orange dot flashed on the pieces and showed you where to put them. The instructions were clear and easy to understand. I am sure anyone with a little basic knowledge would find these exercises to be simplistic. But they were perfect for a brand new coder with no experience whatsoever. It took me about half an hour to work through all five lessons.
Since I still had about thirty minutes left in my coding hour I decided to try another set of lessons. This time I created a screensaver with Blackbird. This one was considerably more difficult for me. It required me to actually write and input lines of code rather than dragging and dropping pieces of prewritten code and then modifying it as I had with Kano. I was pretty lost in the beginning. Fortunately there was a Show Me button that told me exactly what text to type in. Someone more versed in coding could create the code without that feature but I certainly needed it. There was also a Deep Dive button to explore the code in more depth and a Debug button which I found to be very helpful. My hour was complete before I could finish the screensaver but I was determined to complete it. So all in all I wound up spending about an hour and a half working my way through the two programs.
Working with code wasn’t as scary as I thought it would be. I learned a lot in that short session but it would take much more practice before I felt comfortable enough to try creating a lesson for students. And as an aspiring elementary school librarian I can see how valuable learning to code is. It “helps develop critical thinking and problem-solving skills, and these are at the core of our professional mission: to help people understand how to solve problems using information effectively, which are skills that support people as lifelong learners” (Moen, 2016). I am very excited to see that there are interesting and fun lessons like these to work with.
I did not work with 3D printing for this sandbox. But I do have some prior experience with it. Back in November of 2016 I was the Community Business Development Manager for a local book store. At that time the company really wanted to really tap into the Maker movement. We even had our own 3D Printer that we sold. When the floor model arrived I was tasked with assembling, learning how to use it, and training the staff to demonstrate it. I was also in charge of organizing a Maker Faire for local makers, organizations, and businesses to demonstrate their crafts and products. One of those companies was IMADE3D which is based here in Northern Virginia. This week our reading highlighted their JellyBOX 3D Printer (Sekinger, 2019). The JellyBOX was much more sophisticated than our store version. It was fascinating to watch the 3D objects being created. With its clear box design you could see each layer of filament as it was layered. It was one the most interesting and popular attractions at our event. Below you will see two photos I took during their presentation. The first is of the printer in action. The second is of a green elephant created by the printer.
References
Moen, M. (2016, September 30). Computer coding and literacy: Librarians lead the connection. International Literacy Association. https://www.literacyworldwide.org/blog/literacy-now/2016/09/30/computer-coding-and-literacy-librarians-lead-the-connection
Sekinger, N. (2019, February 28). Making a place for “3D” in our school library. IMADE3D. https://www.imade3d.com/2019/02/making-a-place-for-3d-in-our-school-library/
Steenstra Davis, M. (2016). 3D elephant [Photograph]. Retrieved from Personal Collection. CC-BY-NC
Steenstra Davis, M. (2022). Floating feather screenshot. Blackbird Code. https://app.blackbirdcode.com/intro.php?type=stage&id=1000
Steenstra Davis, M. (2016). JellyBox3D printer [Photograph]. Retrieved from Personal Collection. CC-BY-NC
Steenstra Davis, M. (2022). Screensaver screenshot. Kano. https://hourofcode.com/kanohp
OH my I LOVE LOVE LOVE the elephant and the 3D printer in action. I am even more insprired. Thank you for sharing!!
That elephant is super cute and it’s cool to see a final product. Thanks for sharing. I tried the Harry Potter game too but it was so glitchy for me. It wouldn’t play back the song after all of the coding for the 4th module, and I couldn’t see the flying car at all after the 5th. I prompted me to learn more about the Kano wand. Disappointing but I’m glad you had a better experience.
What a great experience with the 3D printers! Thanks for sharing those pics. We have a printer at school, and I have never done anything with it except look at it as I walk by. This year, I’m going to ask to play with it! I agree that the “drag and drop” coding was not as hard as typing in the code. I bet some of those hour of code activities could be used “as is” for kids who need a bit more in my classroom. I had a couple last year that would have loved them. I’ll be looking for those kiddos this year!
I may try some drag and drop coding with my kindergarteners this year after I play with it a bit. That’s great that you have that experience with 3D printers.
That does it. I’m doing the Harry Potter code. I avoided it earlier because coding seems so overwhelming to me, but I think if I dive into it with my girls, we can all learn something together. Thanks, Marta!