Program Outline Template for Orion STEAM Labs Coding programs
Please provide the title of your session
Your name (please include collaborators or funding institutions that have supported this work) and links to your site or Github.
Questions that lead to a meaningful exploration of CS concepts and practices. Examples:
- How can programming represent your ideas and beliefs?
- How might we use math (or other subjects) to express ourselves creatively?
- How might we use digital tools to impact our community?
- What information is my computer sharing about me or my online activity?
Please provide a narrative of what the unit is about, and why we should learn that is simple enough for a student to read and understand. For example: "In this workshop, we will be using ... to explore ... so that you have a better understanding of how ..."
What age range is this exercise designed for and what do students and teachers need to know to be able to be successful in the workshop? Are there any tools/toolkits they should already be comfortable with, any frameworks or tools they should have installed before class?
This can be easily answered by completing these example sentences:
- In this workshop, we will be... (writing, planning, soldering, setting up an RPi home network, and making a wearable that communicates with....)
- Students will walk away with a deeper understanding of...
- Students will contemplate the ethical use of technology in terms of social justice and inclusion.
What prototyping tools will students or teachers need for lessons? This could be anything from 3d printing designs to cardboard to Arduinos (we encourage you to be as expansive and creative as possible.)
What materials (readings, tasks, exercises) should students complete before class to be prepared for the lesson.
- Terms and language for the subject matter you are teaching, for example, ‘Design Justice’.
- Program: A procedure, or set of instructions, that performs a specific task when executed by a computer.
- Programming Language: The human-readable commands and syntax (or grammar rules) used to write programs.
Descriptions of each exercise or phase of the class. Similar to pacing but with more description of steps.
Additional materials for the students to leave with that can help them dig deeper into the subject or additional exercises and challenges to help students progress their knowledge to the next level and gain mastery of the subject through independent study.
an idea of high-medium-low projects so students are locked into one end product.
- First Steps - a simple exercise
- Next Steps - medium exercise
- Big Steps - (hackathon, challenge, or open-ended study).
- Presentation:
- How might students share their work?
- Will it be with peers or the outside world?
- What media or platforms could and should be referenced to students to encourage sharing (Instagram, Tumblr...)?
- Reflection: reflection questions that ask students to think about CS concepts and practices. How can students express what they’ve learned in some creative way?'
Include any sources cited, but not directly linked in the unit.
Please provide some guidance based on your experience with delivering the unit and potential modifications that you are considering for future iterations of this unit. This is an opportunity for you as the unit author to give teachers practical guidance.
- In this workshop, students learn about the historical context and the transformation role of the new GSA (Graduate School of Architecture) at the University of Johannesburg, gaining an understanding of design as a motor for social change. Students are exposed to the work of Diébédo Francis Kéré, the first African to receive the Pritzker Architecture Prize and discussed the need to embrace what's personal and unique to them in their creative endeavors.
Wednesday July 27th
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- Introduction to Audio concepts (30 minutes)
- a) History: Edison/Radio beginnings/Talking Books for the Blind
- b) Comparison: "Hitchhiker's Guide To The Galaxy", chapter 6 "The Babel Fish" in book form, NLS Talking Book, Movie, TV and Radio versions
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- Making accessible Talking Books from Graphic Novels (30 minutes)
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Introduction to the concept of image description, related to Talking Books of Graphic Novels
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Students challenged to work in teams to describe images from popular Manga "Attack On Titan"
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Teams read their work to the group and discussed the results
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- Radio Play (30 minutes)
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Using material from the Hi Lo Young Adult Fiction book "Lucky Dogs, Lost Hats and Dating Don'ts", 10 students performed for a recorded version of the play "Tornado at Big Burger" (1st half)
Thursday July 28th
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- Radio Play (30 minutes) Continuing our work, a different group of 10 students took over the roles and performed for a recorded version of the play "Tornado at Big Burger" (2nd half)
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- Podcasting (30 minutes) Students were introduced to the concept of podcasting and asked for ideas for a show to appeal to their age group. The group settled on a discussion (a roast!) of celebrities and the title "Celebrity Muck Bong" was chosen along with theme music/track. Two sets of volunteer hosts and guests were chosen. A lively debate was recorded.
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- Audiobooks (30 minutes) Each member of the group narrated a section of the book "The Hunger Games" using the technology of the audiobook studio, reading in the isolation booth, wearing headphones with a monitor/engineer recording them.
Introduction to Indie Game Design / Yanxi Wang
- Brief introduction of game industry
- Fundamental concept differences between designers and players
- a. Walk-through of the entire development process from ideation to production
- b. Descriptions of game design working contents
- a. Introduction to serious game genre
- b. Challenges and personal reflection in the process of serious game development
- c. Touch on the Day Camp Theme (eg. Smart Future)!
- a. Hard Skills
- b. Soft Skills
- c Q&A (11:20-11:30)
- a. Choose to play from a selection of NYU Game Center game demos
- b. Help understand the indie game development potential within the 1-year time constraint
- In this workshop students are introduced the new philosophy of design "Design for Diversity." I will introduce the theory of Bioplasticity which is behind the new philosophy of design "Design for Diversity."
- A concept taken from evolutionary biology, epigenetics, and neuroscience. Latest scientific understanding which tells that capacities of living biology to be open and plastic. It is this plasticity of living biology is what gives rise to living beings with diverse forms and functional abilities.
- The concept of Bioplasticity tells us always to expect diversity. It tellls us that diversity is the norm and not the exception. Hence, if we live in a world inhabited by living beings with diverse forms and functional abilities then it is vital that we acknowledge and embrace the reality that is diversity.
- Living in a world peopled with diverse forms and functional abilities, it is essential that our design philosophy reflect the reality that is diversity. Our products and services have to meet the needs of diverse human forms and functional abilities. That is how we will acknowledge diversity and design for diversity, delivering justice with our designs and achieve social inclusion with our products and services.
Students would be asked to research the concept of diversity and read this text before coming to the class.
- First 20 minutes of the class would be used for introduction and to ponder if they fall into any category of diversity and defining the concept of diversity as an ice-breaker.
- Next 15 minutes would be used to introduce the concept of Bioplasticity and to explain the philosophy of Design for Diversity
- Following 20 minutes would be used to discuss the idea with the students
- Then the students would be asked to pick an existing product/service to evaluate with the new philosophy of Design for Diversity or they would be asked to imagine a new product/service to apply the new philosophy of Design for Diversity to their designs
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In this workshop students are introduced to the design philosophy "Design for all the Senses." They will be introduced to the idea that human beings have more than 5 traditional senses. They will be taught to acknowledge the diversity of senses and sensory abilities we have. To insert access to multiple senses in product-design from inception.
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To do away with the problem of accessibility that is artificially created by failing to include multisensory access to products and services from inception.
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They would be introduced to the benefits of multisensory designs [products accessible to multiple senses]. How multisensory designs meet the changing needs of people across life-time and give people the freedom to fluidly shift access products and services from one sensory modality to another. Preventing over sensory stimulation and sensory deprivation Supporting the balanced use and development of diversity of senses we possess.
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First 20 minutes would be used for introduction and to ask them to think about how many senses they have and employ in daily tasks, as an ice-breaker.
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Next 15 minutes would be used to introduce the idea that we have more than 5 senses. To discuss different senses, starting with the five traditional senses we know. How we can move towards designing products and services accessible to multiple senses from inception. To explain the philosophy of multisensory design or Design for all the Senses.
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The following 20 minutes would be used to discuss the idea with the students. Then the students would be asked to pick an existing product/service to evaluate with the new philosophy of multisensory design or Design for all the Senses or they would be asked to imagine a new product/service to apply the new philosophy of Multisensory Design to their product/service.
Students will be asked to evaluate the space they visit on the Wednesday excursion. Applying the philosophies of Design for Diversity and Design for all the Senses to rethink how these public spaces can be redesigned to meet the criteria of designing for diversity of human forms and abilities that we know to inhabit the planet.
Students will explore the dimensions of socially responsible computing practices when designing and developing software. Students will gain an understanding of how certain design decisions create harm for vulnerable populations through speculative and ethical design. As such, students will unpack important definitions, look at different examples of current practices, engage in group discussions, and work on an artifact.
Slides: (https://docs.google.com/presentation/d/1Vbn7TMBeFuGsEUwSdOyLD-yi03lvVK0-RT60Y1PlGJM/edit?usp=sharing)
Credit to Casey Fiesler for the Black Mirror Activity
- Please read for reference and skim through the content.
- Design Justice Network Principle: (Design Justice Principles)
- Words and vocabulary matter: (how to reduce unconscious bias in software development)
- ACM resource: Words matter: Alternatives for charged terminology in the computing profession
Getting to Know Folks! / My Introduction (5min) Introduction to Socially Responsible Concepts - Unpack Definitions and Terms (15min) Talking about Black Mirror and Speculative Ethical Design (15min)
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STEP 1: Individual Brainstorming. (5 minutes) Individually, write down ideas related to the topic, especially: (1) current events and news items that seem relevant (can provide links!); (2) things that currently worry you; and (3) where you think this issue might be headed in the future.
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STEP 2: Group Discussion. (10 minutes) Discuss the individual ideas that each of you had. Settle on an overarching topic/idea for inspiration for a cautionary tale. If you haven’t already, do a quick news search to find some relevant headlines (or whatever you like!) to include on the inspiration slide. Alternately you can just put text on the slide about the kinds of things that are inspiring you.
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STEP 3: Come up with a story. (10 minutes) Think about the thing you want to create a cautionary tale about. What fictional person in the future could help illustrate this caution? What is their story?
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STEP 4: Create your episode pitch. (10 minutes) Come up with a title, and condense your story into 50-100 word blurb, similar to the examples you saw. It’s fine to give away the ending! Also find an image that illustrates it. I’ve provided some links to where you can find free-to-use photos but you can use whatever you like. Make a slide!
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STEP 5: Report back! Choose one member of your group to share your pitch with the rest of the class in about one minute. Debrief / Reflection (5 min)
Split into groups of 4!
React
Typescript
Django
Laravel
Facebook
Microsoft
Google
Alibaba
D3
Tencent