 Well then welcome to the translation of the talk digital education at school From the 34th case communication Congress in Leipzig. We are pink dispatcher and catty and This is all about Making of things We have a lot of fun doing that and we want to share this with the younger people as well and And This talk is supposed to tell you how this is possible And someone gives an example of of what you can do with people or children in fifth grade And we want to give a big hand to katya bach who's holding this talk. Thank you Okay Hello and welcome to my talk My name is katya and I want to tell you something about digital education at school And how do you imagine the typical coder the Standard coder basically Well, yeah, like this, right? She's female 11 years old She has a polish on her fingernails and if you actually think about it You come to the question Can kids for example if you're old kids can they actually code? And I want to give you a few examples the first one Is of wonder workshop It's a special robot. It's it's about the robot Maybe some of you know that it's a block based programming language The first block is start The second one is Forward 100 and really fast The third block says stop and the fourth block says hi And the question is can kids do this? Can they code? And so you can see yes, of course they can You can see all these small kids and these are the robots we were talking about and they can do it without any problem There's no grown-up With them and they're just doing it and the second example It's from a It's the informatic beaver information technology beaver and it's all about puzzles And this task is for kids from third grade on And the task is you have Two vents one one is closed Water can't get through and one is open Where the water can flow through We have two parts of water and three flowers So which flower gets the water? Yeah, the middle one and the question is Can these Can these tasks can can kids solve them? And this is no problem at all These are kids in fourth grade and they solve these puzzles And they have headphones on So they can concentrate on the on the task And everyone can do them on their own And it's no problem. They can do that So well the next example is a robot It's coded using c plus c plus plus and there's a small application with one task and Bob threes said led i1 white So This tells the one the i1 to to be said to white So the question is if i write one one line of code to To to do this with the i2 as well and can kids do that So can they program with text based? And would that be fun for them? That was also the question and with these with this question Um, there was a model project in Aachen Where seven schools took part and uh, it's fifth and sixth grade 14 teachers and 223 pupils And They had to be motivated and to be positive about the project and their first task was to To solder to solder the hardware they were supposed to program So you can see this is a really small board of small robot and they sold it for the first time And here you can see a typical class situation They had 13 tht parts And they They joined in two people for one project, which was quite good Because it took out the stress And if you're soldering this one is soldering and the other one can put put parts in and Check if it's on the right spot and on the right side and everything And that worked out pretty well So here here you can see a different class in a different school And they did the same two are working together And what did they have to do they had to sold uh, um five resistors Uh an led and a phototransistor for To to to program a special project There's two jump jumpers and one battery holder and an And a and a plug that was basically everything they needed And that and doing that in in teams of two they used about one hour There's a different class They did this in a computer in the computer lab Some are faster and And some some took the next hours as well, but in general they usually just took like one Two two hours to school lessons basically and my biggest fear was there was enough for them And that they are happy with it already and they were really happy with the project and even the teacher was really happy And kids are really really honest about it And there was like okay I'd never programmed and I don't really need that But the target was to to have them program stuff And uh, that doesn't really that didn't really happen because they were really interested in in programming So here Wooden tables in the in the working lab and uh And the pupils who finished earlier They talked to the teacher and and they had they got an additional laptop computer So they could look at it and they they didn't really know about How it worked and what programming was Or how they should work But they were very curious and really wanted to do it themselves And really learn how it works and how it's done. That was very that was great And of course after that they they really worked in the in the computer lab as well afterwards And here's a classroom situation And in the end about six to eight Uh double lessons they were programming and what surprised me with this group Was that that all of them really wanted to sit alone at the computer And the the teacher had to had to open a second computer lab because everybody wanted to do it on their own I found that Thought that was quite quite interesting that they were motivated like that And so how do you and you imagine They're they're small pupils and what did they do really what exactly have they done and that I wanted to show you So you can imagine have get a better picture of of what they did and Exactly this is They used an a learning environment a learning platform And these two that there was that we saw on the photograph And here's the very first introduction And in this sixth sixth part And they already learned that there is a setup function Where Where stuff is executed only once that's in there And now they are learning and they They shall They shall make one I Turn on and off regularly just blinking and And they are learning about the loop function And So things are executed over and over again so that it blinks Turns on and off Again and again And they learn about the delay function the delay 500. It's the instruction that That the control of the robot waits 500 milliseconds And we can take a look at that so the program does the following It's set led I1 so I1 the first eye is Turned on and white then it waits and then it turns off again and waits again and I can Show you And this has to be compiled And then And then it should be Okay, and here you can see That a little blinking light there And the task was To try different values and that's exactly the point where the two girls Who discussed about that who just discussed that and I walked over to them And I already had the the prejudice that What are they talking about? Are they really talking about the program? I I really couldn't imagine that And and they asked me what what do you think better? What do you think is better delay 50 or delay 500? And I thought Well, what what do I What's better Who knows it it all depends what I want to do and I thought they didn't really understand it And the other one of them then said delay 50 is is much too hectic. It's much too fast The blinking and the other said delay 500. You fall asleep. That's too slow And I thought and I realized that they understood exactly what was going on. They they really knew what they were doing And so small number of milliseconds wait a little bit And fast blinking 500 milliseconds wait for a longer time and slower blinking And I was really really surprised that they Could do that could do it like that and then and I said so maybe Maybe try 200 And I didn't help them and they they did that on their own And compiled it and tried it and Loaded it again And I didn't didn't need to help them. They they did that on their own in fifth grade. I thought that was that was good And it goes on Because it's for school There's always in the end of a chapter. There's a small quiz so that that I know in the end And we can do one of the quiz can do one one quiz here. So what does the what is the instruction delay 1000 do? So Possibility a is the controller works 1000 milliseconds faster or be the controller waits for 1000 milliseconds So well, it's your turn now And I'll do it and the second question is what happens if all instructions If you remove all instructions from the loop function and put them into the setup function So I remove all of this And And move it to to the setup function. So a nothing changes or b I one remains on all the time Or c I one Lights once and is then off Okay. Well, let's see Oh, okay. Apparently that was correct Yeah so And now can go into the second one And it's a little more exciting now And they should do it Should have the eyes blink Alternately in yellow So if one turns on the other turns off And this is the program here, which we had in the previous part That's already done And we can we can load that And works Now They needed to program for themselves. So I one turned on in yellow And now Bob three set led And then I two Off And then wait And then turn I one off. It's already there and I two turn on So There we get the blinking effect Bob three set led Okay, like this. Let's try that Let's do it in orange So you can imagine like imagine like this they get a small task and had to try that And okay. Yeah, it works good And the cut out see immediately if it worked or not and what they really liked And I can show you There you can select different colors For example, let's let's try a different color Let's try cyan And the other maybe purple Let's just see and Okay. Yeah, so that's the way they could do it And now change the program code so that it blinks faster. Well, maybe I can do that as well Yeah, okay. Okay So you can play around with it And the people should should learn Learn about delay about the loop function and Really mastered a little bit and the next task is that it blinks a bit slower again And we don't do that now, but we can look at this at another interesting quiz here What happens if In this program in line four You introduce a delay to thousand in line four insert that a The blinking doesn't start because the compiler waits be The program doesn't compile because it doesn't make any sense Or see the blinking starts after two thousand milliseconds Or d after Every execution of the loop function it waits for two thousand milliseconds Okay So who votes for a Okay b b anyone c c And d All right, let's let's try that then Yeah, okay There was Loud cheers and it's okay Okay So the question is what do boys program And boys are not about not interested in delays and boys are not interested in delay 500 Boys are interested in delay five million. Yeah, that's right So what do you think They type this in they compile it And transfer it to the device and the rest of the hour. Well, yeah They are waiting That was a bit mean actually it's not like this. I can show you something There's more steps We would start with the intro too And this application was really great for the kids it is it is true or false About three is supposed to be the finder of the truth And the kids learn to use if else tasks And it's a it's a completely new structure for them And there are stuff that's asked for Well, they don't know about this yet so They are supposed to solve this and to try them out If this condition is true then the robot is supposed to be has green eyes And if not the eyes were supposed to be red Oh, yes, it's lights lights up green and the tasks are like for example If this If we set this to one Equals equals three. Let's see what it does Where the kids are asking where this robot knows this from And you can explain explain it and you get some kind of little click moments. They're trying stuff out, of course What's Times two thousand So what do you think happens in this case? Let's see So they are trying stuff out And they can can try different different stuff from the same cluster They can just try it and and do whatever they want to do So there's examples what you can try but they usually get this idea from themselves What they want to try for themselves So I I won't do this now And there's also a few questions that are asked and that have to be answered. I want to show you something else That most kids like They have to have to to make to make a police car blink And they are supposed to use knowledge they already have And it's supposed to light certain LEDs to make it a little more spectacular And the second part of the of the application You have different loops special loops So it's supposed to to perform pattern pattern one five times And to flash flash the eyes light the eyes red and to set white LEDs Well it performs this five times and there's a different pattern. It's just like flashing I can transfer this to my bob As you can see So it first makes the one pattern and then the other Kids like about this and what motivates them is that they can do them do it themselves You can see it here. It's always the same same functions For example the delay and they learned about this and I learned this and they are thinking, okay, I can use this To and they can tell the teacher or the or the parent see this is what I did and I can change the colors They're really proud of what they did They're really proud of showing it off With their own knowledge and their own skills So on this model project We had so many kids participating And that's the this evil prejudice that Coding and stuff is only only for for for kids interested in mathematics and physics And we asked kids and we wanted to know about this So do you really like mathematics at school? And it's really More or less even evenly And the other question was How they like the bob project They have they have two hours of of soldering And and 12 hours of of programming And this is what what it turned out to be So this is this is really cool in my opinion Well, it was really fun to to do this with the kids Yeah, so no matter how big or small Coding Coding is something you first have to think about And then you type it And then it works And the conclusion is yeah kids can do that They can code Of course, they can and if you have the right concept they they they have fun doing it Thank you for listening in and Have a great day Oh, yeah, thank you Katja. It's a nice talk Really really interesting And also interesting how to see Kids eyes glowing We have the opportunity to take some questions with four microphones in this hall And there's already cues Behind the microphones and we start with microphone one Hi, hi Katja Katja. Thank you for this talk and for your work at schools I really think it's amazing and it's important to do that My question is How can we you know, I'm not a teacher or something I'm really interested in this How can we Push all these things forward as a community. Can we go to schools? Do we have to be teacher to do this? So I think the schools are really interested in that and you really That would be in the afternoon probably so in North Rhine Westphalia, for example, there's something called etg It's it's ITG inform a computer science Basic education and they do the whole spectrum And they're probably interested in that if someone Someone comes along and says I do it. Yeah, I could could imagine that would work I would talk to the teachers or to the schools and if you know about someone just talk to them And ask them where if they if they need someone to to do to do things Well, let's see about the signal angel questions from the internet are not available. So next question here I have a question about the whole circumstances. For example, the sounds compiling and stuff like that Are they really helpful Can can do kids work work with it more frequently and they are happy or is it like oh, it's cute and kids work with it More easily and have more fun yeah What I what I've seen is that the kids like it and the teacher who has a a class of 30 pupils Uh Maybe he'll distribute headphones or says or mute it. Please. Yeah, that's that's what I found. Yeah Okay, microphone two please Hi, thanks for this talk and thanks for this project Were there any reactions from teachers from from from ministries of of education? Is it better than excel or html programming? Um No, not yet, but it this is a relatively new project. It's it's only there since October last year and the model project has has just finished But maybe maybe that will come but but but excel is important too Okay microphone one please I have a I have a pretty serious question you measured the success of this project And is there a problem with the evaluation even if you have applause in the room? theory is We want to Push kids forward to to be coders, but does it actually work out are there any experiences besides all these trivial applications It's it's really the case that if you do it with 30 kids you you probably won't have 30 computer science students And at university but but we tried it like this and I would say maybe from the out of the 30 pupils maybe 10 Are really very interested in that and and I found that that's a that's a pretty good pretty good ratio One question from the internet the internet wants to know How how durable are these robots? How long do they survive? Well Really they they shouldn't really be dropped on the floor. Maybe they fall down and I don't really know I saw at once that that someone during soldering Did with the tweezers picked off the eye and it had to be repaired and Well, but most of them really really worked and they shouldn't really fall to the floor Yeah Microphone for please Thank you for my side. I have two short questions Can you tell us something about the robot in the tool chain and the programming Our structure? Why can we get this and what is it and the second one is it's more practical and a question The biggest problem in my opinion is That the Pre-requisites are really high if you have 30 kids in a class There's a tech technological freak and someone who never has sold it And some some aren't done after after the first lessons So how do you handle this especially When you also have the teacher and some other people Maybe I answer the second question first For me it was Surprising to see that it is as you say some of them Really Will already started programming Or are very advanced in their programming tasks and the others are just beginning and I Really talked to the teachers And they know about that and classes are always In homogeneous And there are always these differences and one teacher for example told me that he he thinks it's it's great that Even those who are slow They just they still just do something and maybe and for an entire half year They just do blinking lights and changing the colors But but he said if if he gave them a A sheet of math they don't do anything So it was a surprising that the teacher was actually satisfied with that And they know about the the differences They they have experience with that and Of course you have to You have to take it as it is and some Program at the very beginning others have started programming a game with the robot So if I understand you correctly you can't really change it and it's it will always be this like this Yeah, that's that's how I saw it with if you do it with 30 kids in this class then So if you have a certain Working group there's a selection A pre-selection but in the classroom It's that's just how it is And what was the first question So can you tell us something about the robot? Well, can you tell me something about the robot? Okay, you can find it find it on the net. It's bob three Just look for it. It's the little circuit board And and this lesson is here. You can you can find that And time is up even if there are many questions And maybe Katja is available afterward. Okay. We are today We are here with eight computers and the robots in the chaos west We have our assembly if someone wants to try that, please Please come by and try it for yourselves chaos west