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foreign

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but I've known Jack for a decade or more

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so I was just gonna add Libs and really

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embarrassing facts about how awesome he

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is how he's been passionate about

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Computer Science Education uh since I

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met him and he was a teenager at the

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time I thought it was a bit weird no it

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was fantastic

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um he is a CTO of connected ed code

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um and he's particularly keen on making

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Tech accessible to students I'm really

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excited about hearing about that in this

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talk

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so

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Jack welcome come on up uh join us thank

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you very much hello oh I'm on yes very

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loud

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all right

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[Music]

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sorry too many layers this is great

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footage for all of you online

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all righty alrighty yes cool nice back

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on sorry about that cool oh sir yes my

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talk today is about wrapping up the

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craft and what I mean by that is making

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wrappers to hide complexity

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um so who am I and what do I do why why

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am I the one to talk about this well

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I'm a bunch of stuff I teach at

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Presbyterian ladies College in Sydney I

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teach Cambridge computer science to

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grade nine

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um since I wrote this slide I'm also

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temporarily teaching at Emanuel School

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in Sydney teaching nine to twelve while

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they thought out a new teacher because

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one's left

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um I'm the CTO at Connected code so our

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whole mission statement thing is

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connecting code with context community

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and curriculum we do basically any kind

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of education-y thing we make uh projects

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for people to do we help with teacher PD

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we come and run events all sorts of

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stuff around Tech education and then I'm

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also a professional dungeon master I run

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role-playing games for people with great

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team building events come talk to me yay

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let's focus on the relevant one which is

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connected to third we do all sorts of

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events

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um the big four events that we've done

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uh so far are the first one was called

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Data detectives and with this we planned

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a whole uh murder mystery just a fake

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murder but a murder mystery and we went

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to a school and had them develop all

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sorts of programs to solve the murder

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things like using moisture sensors to

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check whether a car had been in a car

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park when it had rained and if they had

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been there when they said they weren't

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well that's a little dodgy isn't it

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things like that

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we ran Escape artists another incursion

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into schools where we went and we took

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uh

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all of we took a whole year level all of

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grade eight

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um

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we assumed they had no programming

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experience beforehand which was largely

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true and in three days they built whole

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Escape rooms in about eight groups

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and these were

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moderately complicated moderately large

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Escape rooms

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um with all sorts of things RFID reading

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you know ciphers to crack

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um you know lock boxes with solenoids

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and all sorts of things there

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and we've worked with the University of

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Wollongong on a couple of cubesat

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workshops uh cubesat being a little 10

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centimeter cubed satellite

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um basically a little weather station

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and we got the kids again a variety of

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Ages variety of programming experience

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some who've never done any some who've

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done quite a bit

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and we got them all to program this

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weather station tied them to balloons

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hanging time to drones flew them up in

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the air and got atmospheric data out of

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that

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so these have been typically aimed at

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high high school students who've done a

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little bit with primary school students

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and one thing we do that I touched on a

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bit there is we aim for differentiation

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we want to support all experience levels

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particularly with school students even

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though coding is part of the curriculum

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it's implemented at the moment pretty

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differently at a lot of different

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schools and so we can't make any

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assumptions about what the kids are

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coming in knowing so we want to give it

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so that the kids who've never done

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anything can learn and grow and have a

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fun experience and get excited about

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tech but the kids who've done loads of

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programming aren't really bored because

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they're learning about if statements

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again for the nth time so

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one tool we use for this are

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kookaburrias so the kookaburries are

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great they are a little micro computer

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made by the OST stem Foundation which is

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up in sort of the Central Coast Sydney

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area

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they run micro python they're easy to

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use they're flexible they're fun they're

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a lot like a BBC micro bit if you've

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used that

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um and they're a little less like but

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still pretty similar to things like

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arduinos and Raspberry Pi's and so on

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one great thing about these is that

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they've got a bunch of plugs on the back

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and they can have peripherals you can

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plug in all sorts of things

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so many things

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and this is just some of the stuff that

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I've already written rappers for

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um

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now

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how do we get it so that the kids can

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use all of these different devices and

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feel capable and like they're achieving

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things and get excited even though some

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of these devices are quite complex and

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they're all wildly different well

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we wrap up the craft

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so what do I mean by Craft

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I mean really the stuff that doesn't

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matter I'm gonna do an unconventional

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thing for a talk at a python conference

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and start by talking about Java

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um so let's look at Hello World

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um there's quite a lot in hello world in

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Java

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and that can be pretty intimidating for

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a first time programmer and it's also

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very intimidating for a first-time

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programmer when you guide them through

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typing all this and then they have a

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question and they have a question about

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kind of most of it you know what does

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static mean and the typical response

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that I've seen is don't worry about that

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for now

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and the problem is when you say don't

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worry about that for now to a kid who's

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maybe a little unsure of texts for them

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what they hear is Tech isn't for you

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this is bad

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so let's talk about the stuff here that

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doesn't matter

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um you know what let's just go ahead and

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change the color of everything that

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doesn't really matter to red

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that's a lot of stuff

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so how about we can get rid of all that

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stuff

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huh

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that's better

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also doesn't that look a bit like python

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so Talk's done if you just use Python

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then you're good to go

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maybe not okay so let's look at a bigger

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example and we'll flash some lights so

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we're going to make a little program

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that lights up the first three neopixels

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in this bar it's going to light them up

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red green and blue in turn and then

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they're going to stay on for a little

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moment and then they're going to clear

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and it's just going to do this forever

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so here is all the code for that you

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don't have to read all this I'll skim

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through it but

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there's a few things here

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um we got a whole bunch of imports we've

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got some mysterious line here that

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initializes the Neo pixel bar and it's

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weird because you've got to say pin but

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then you tell P1 and you've already told

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the kids that the pnp1 stands for pin so

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you're saying pin pin one but I don't

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really understand that then you just got

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this eight

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ah

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um and then in the loop you're using

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indexes and they don't you haven't

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started on lists yet this is an early

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program so what is an index

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uh

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and then after you've written in that

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you want that first pixel to be read

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then you've also got to do right and I'm

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now writing twice but I don't really get

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why so there's a lot going on here so

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what we've done is we've put together a

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fancy little library that you can just

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replace all of those inputs with from

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connected code import Star

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and then

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we've got to have a nice smaller program

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where we just say hey connect a bar

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light on P1

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and they understand what a bar light is

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because it's the lights that are in a

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bar and also you've told them

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um

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and that function does what it says it

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connects a bar light and then in your

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Loop we've got set pixel and you set

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pixel zero you do have to tell them

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about zero indexing and then you give it

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a color and in fact this function is

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actually really robust if you want to

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pass in a string that's an uh hex code

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that's totally fine three or six

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characters that's fine with or without

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the hash that's fine if you want a

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string that looks like an array of the

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red green blue that's fine handle all of

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those really uh misunderstanding proof

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mistake proof

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um because typing in three numbers or

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looking up a hex code is not the

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learning like that's not the logic

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that's not the computer science that

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we're trying to teach that's a step

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and so and then we don't have a right

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step and then to clear it oh yeah I

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meant to mention that bit and then look

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at the bottom here to set it all back to

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black and clear it you've got to fill it

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with zeros and then right but we just

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turned it off and didn't write turn

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stuff on but it's anyway now we've got

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it's got Bardock clear and that clears

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the bar

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and we like that

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but that's pretty small example what

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about a bigger example

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um well one of the things that we wanted

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for our Escape rooms was to have RFID

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readers that way you could find various

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I don't know if you escape the room was

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magical themed or whatever you could

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find various potions and each could have

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a little RFID tag on the bottom and then

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you could put that on the sensor and you

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had to get the right potions in the

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right order

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um so here's all the code to make the

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RFID reader work

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um or actually once we've all wrapped it

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up here's all the code to make that RFID

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reader work

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and now yes absolutely that's

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abstracting a lot away but

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you can't teach a grade 8 kid who's

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never programmed before how to implement

279
00:11:13,200 --> 00:11:18,600
an i squared C protocol in three days

280
00:11:16,320 --> 00:11:21,180
it's not gonna happen

281
00:11:18,600 --> 00:11:23,160
and so you do this and then they can

282
00:11:21,180 --> 00:11:25,740
read a tag name and they can focus on

283
00:11:23,160 --> 00:11:27,720
the procedure and the logic and the

284
00:11:25,740 --> 00:11:29,540
steps and the problem solving and they

285
00:11:27,720 --> 00:11:31,980
can do cool things that they want to do

286
00:11:29,540 --> 00:11:34,019
and there you go

287
00:11:31,980 --> 00:11:37,320
they understand it they feel cool they

288
00:11:34,019 --> 00:11:40,019
make a cool thing that gets them excited

289
00:11:37,320 --> 00:11:44,579
so how do we wrap things up

290
00:11:40,019 --> 00:11:47,399
well I focus on a couple of main points

291
00:11:44,579 --> 00:11:49,019
the first thing I ask myself is uh what

292
00:11:47,399 --> 00:11:51,360
do they want to do

293
00:11:49,019 --> 00:11:53,640
and by this I mean like

294
00:11:51,360 --> 00:11:55,320
when I'm a student sitting down to work

295
00:11:53,640 --> 00:11:59,040
on a project

296
00:11:55,320 --> 00:12:03,240
and I think okay next I have to do

297
00:11:59,040 --> 00:12:05,220
x what am I putting in there

298
00:12:03,240 --> 00:12:07,140
well the biggest and broadest one is

299
00:12:05,220 --> 00:12:09,120
make a device do something

300
00:12:07,140 --> 00:12:12,420
I want to do something

301
00:12:09,120 --> 00:12:15,180
and for a bit more detail there we could

302
00:12:12,420 --> 00:12:17,519
be like checking a condition they might

303
00:12:15,180 --> 00:12:20,579
not know the term condition but they

304
00:12:17,519 --> 00:12:23,820
want to you know see if something some

305
00:12:20,579 --> 00:12:26,519
condition has been met C

306
00:12:23,820 --> 00:12:28,980
if it's ready to do something that kind

307
00:12:26,519 --> 00:12:31,560
of thing they want to update the state

308
00:12:28,980 --> 00:12:33,540
again might not know state but State

309
00:12:31,560 --> 00:12:35,339
includes changing those lights turning

310
00:12:33,540 --> 00:12:37,680
them on and off they want to update

311
00:12:35,339 --> 00:12:41,040
State and then again a bit broader they

312
00:12:37,680 --> 00:12:42,899
want to get input or produce output they

313
00:12:41,040 --> 00:12:45,660
all of these are

314
00:12:42,899 --> 00:12:47,519
kind of verb statements they're doing

315
00:12:45,660 --> 00:12:49,440
things

316
00:12:47,519 --> 00:12:51,600
so

317
00:12:49,440 --> 00:12:54,839
that's their goal and we want to help

318
00:12:51,600 --> 00:12:56,820
them get to that goal so what bits make

319
00:12:54,839 --> 00:12:57,959
sense to them

320
00:12:56,820 --> 00:12:58,980
this is the stuff that we're going to

321
00:12:57,959 --> 00:13:01,320
build off

322
00:12:58,980 --> 00:13:05,399
so

323
00:13:01,320 --> 00:13:07,019
we build off good function names A lot

324
00:13:05,399 --> 00:13:09,240
of the time in programming we have

325
00:13:07,019 --> 00:13:13,079
function names that make sense if you

326
00:13:09,240 --> 00:13:17,700
already know what they are I know that

327
00:13:13,079 --> 00:13:21,180
if I'm connecting to something via uart

328
00:13:17,700 --> 00:13:23,040
then I'll use the uart function but if

329
00:13:21,180 --> 00:13:24,720
I'm teaching a kid like oh yeah you know

330
00:13:23,040 --> 00:13:27,360
you're going to plug into this radio and

331
00:13:24,720 --> 00:13:29,940
then send the radio messages yada yada

332
00:13:27,360 --> 00:13:33,240
and so you type uart

333
00:13:29,940 --> 00:13:34,800
what does uart have to do with radio oh

334
00:13:33,240 --> 00:13:36,139
it's just not

335
00:13:34,800 --> 00:13:37,980
related

336
00:13:36,139 --> 00:13:40,139
and so

337
00:13:37,980 --> 00:13:42,120
a big emphasis is on good function names

338
00:13:40,139 --> 00:13:44,100
and that's why it had names like connect

339
00:13:42,120 --> 00:13:45,720
to Bar Light it might be long it might

340
00:13:44,100 --> 00:13:48,240
be a fair amount of typing

341
00:13:45,720 --> 00:13:51,180
but it says what it does and I think

342
00:13:48,240 --> 00:13:53,880
that's really underrated

343
00:13:51,180 --> 00:13:57,560
the next is clear steps

344
00:13:53,880 --> 00:14:01,940
this is what I was getting at with that

345
00:13:57,560 --> 00:14:04,740
neopixel initializing uh line there

346
00:14:01,940 --> 00:14:06,300
it had a few steps that didn't really

347
00:14:04,740 --> 00:14:09,660
make sense we were telling it connected

348
00:14:06,300 --> 00:14:12,540
on P1 pin one but then we have to tell

349
00:14:09,660 --> 00:14:14,399
it that that's a pin but surely like it

350
00:14:12,540 --> 00:14:15,720
should know that right

351
00:14:14,399 --> 00:14:18,120
one of the things that I was always

352
00:14:15,720 --> 00:14:20,220
taught when I was learning to program

353
00:14:18,120 --> 00:14:21,060
shout out to my mum

354
00:14:20,220 --> 00:14:24,480
um

355
00:14:21,060 --> 00:14:26,839
was don't ask the user for anything that

356
00:14:24,480 --> 00:14:30,899
you already know

357
00:14:26,839 --> 00:14:33,839
I know if I'm setting up

358
00:14:30,899 --> 00:14:37,920
a near pixel or any other peripheral

359
00:14:33,839 --> 00:14:39,420
I know if it needs a pin right and sure

360
00:14:37,920 --> 00:14:41,100
I don't know what pen it's plugged in on

361
00:14:39,420 --> 00:14:43,019
I've got to get them to tell me that pin

362
00:14:41,100 --> 00:14:45,240
but I have to get them to tell me that

363
00:14:43,019 --> 00:14:49,139
the pin that they're telling me is a pin

364
00:14:45,240 --> 00:14:51,240
that's known so remove those unclear

365
00:14:49,139 --> 00:14:53,220
steps clarify things

366
00:14:51,240 --> 00:14:54,839
um get rid of that eight that eight if

367
00:14:53,220 --> 00:14:58,560
you're wondering is how many pixels are

368
00:14:54,839 --> 00:15:01,019
on the bar but I as the teacher in this

369
00:14:58,560 --> 00:15:02,820
scenario I bought all those bars

370
00:15:01,019 --> 00:15:04,019
I know how many pixels are on those bars

371
00:15:02,820 --> 00:15:06,480
they don't have access to any other

372
00:15:04,019 --> 00:15:08,519
neopixel things it's those bars they all

373
00:15:06,480 --> 00:15:11,120
have eight I don't need them to tell me

374
00:15:08,519 --> 00:15:11,120
it's got eight

375
00:15:12,600 --> 00:15:17,639
they also understand generally if

376
00:15:15,180 --> 00:15:21,260
statements

377
00:15:17,639 --> 00:15:21,260
and I did want to call this app because

378
00:15:22,079 --> 00:15:26,519
programs that just do the same thing

379
00:15:23,940 --> 00:15:28,920
every time aren't that exciting to the

380
00:15:26,519 --> 00:15:30,480
kids they want to feel like stuff

381
00:15:28,920 --> 00:15:32,760
changes

382
00:15:30,480 --> 00:15:35,399
and so

383
00:15:32,760 --> 00:15:37,560
and and it's generally pretty easy to

384
00:15:35,399 --> 00:15:39,660
explain if statements to them

385
00:15:37,560 --> 00:15:41,519
the the classic example is if it's

386
00:15:39,660 --> 00:15:43,500
raining take an umbrella they're like oh

387
00:15:41,519 --> 00:15:44,940
yeah you check a thing and then you do a

388
00:15:43,500 --> 00:15:46,860
thing

389
00:15:44,940 --> 00:15:50,519
and so

390
00:15:46,860 --> 00:15:54,240
whenever you can strip the logic down to

391
00:15:50,519 --> 00:15:57,540
present it to them as if statements that

392
00:15:54,240 --> 00:15:59,459
is easier than a lot of other

393
00:15:57,540 --> 00:16:01,139
um like using functions that have sort

394
00:15:59,459 --> 00:16:04,139
of hidden implicit ifs that they don't

395
00:16:01,139 --> 00:16:06,180
know about and things like that

396
00:16:04,139 --> 00:16:08,160
and the last thing that makes sense and

397
00:16:06,180 --> 00:16:10,320
this controversial is variables

398
00:16:08,160 --> 00:16:11,940
eventually

399
00:16:10,320 --> 00:16:14,339
um variables are really hard to explain

400
00:16:11,940 --> 00:16:16,500
I'm sure any of you who have tried

401
00:16:14,339 --> 00:16:19,260
teaching programming will agree with me

402
00:16:16,500 --> 00:16:21,360
variables are one of the biggest

403
00:16:19,260 --> 00:16:24,120
stumbling blocks

404
00:16:21,360 --> 00:16:26,100
but they do get there

405
00:16:24,120 --> 00:16:27,720
and in fact most of them get there

406
00:16:26,100 --> 00:16:30,660
pretty quickly

407
00:16:27,720 --> 00:16:33,060
and so then you can keep using variables

408
00:16:30,660 --> 00:16:34,560
and you can build upon that and they

409
00:16:33,060 --> 00:16:36,199
will understand okay you put something

410
00:16:34,560 --> 00:16:40,380
in a variable and then you can use that

411
00:16:36,199 --> 00:16:42,540
and this helps keep

412
00:16:40,380 --> 00:16:43,980
um keep things going rather than having

413
00:16:42,540 --> 00:16:46,740
a

414
00:16:43,980 --> 00:16:49,199
sort of implicit state or a static class

415
00:16:46,740 --> 00:16:51,240
or things like that put it in a variable

416
00:16:49,199 --> 00:16:52,500
and they tend to understand that a bit

417
00:16:51,240 --> 00:16:55,920
better

418
00:16:52,500 --> 00:16:58,199
so what gets in the way well

419
00:16:55,920 --> 00:16:59,820
this is the stuff that we want to limit

420
00:16:58,199 --> 00:17:01,560
um and in a way it's kind of the exact

421
00:16:59,820 --> 00:17:04,140
opposite of that previous list but we're

422
00:17:01,560 --> 00:17:07,020
going to start with bad names

423
00:17:04,140 --> 00:17:09,540
um bad names are bad they they are

424
00:17:07,020 --> 00:17:10,260
confusing if the name is not clear it

425
00:17:09,540 --> 00:17:13,559
won't

426
00:17:10,260 --> 00:17:16,020
it it provides a barrier every time both

427
00:17:13,559 --> 00:17:18,360
to just using it correctly but also to

428
00:17:16,020 --> 00:17:20,220
remembering it and

429
00:17:18,360 --> 00:17:21,600
the ability to actually just sit there

430
00:17:20,220 --> 00:17:25,319
and be like oh yeah I know what I have

431
00:17:21,600 --> 00:17:27,000
to do that's really critical to feeling

432
00:17:25,319 --> 00:17:28,020
like they're achieving something and

433
00:17:27,000 --> 00:17:30,660
feeling like they're learning something

434
00:17:28,020 --> 00:17:32,580
for a lot of students if they don't feel

435
00:17:30,660 --> 00:17:33,960
like they can remember the stuff that

436
00:17:32,580 --> 00:17:35,700
they've been learning

437
00:17:33,960 --> 00:17:36,720
then they don't feel like they're

438
00:17:35,700 --> 00:17:39,380
learning and they don't feel like

439
00:17:36,720 --> 00:17:39,380
they're achieving

440
00:17:40,140 --> 00:17:44,340
eliminate extra steps

441
00:17:42,480 --> 00:17:46,260
like we saw with the neopixel where we

442
00:17:44,340 --> 00:17:48,780
had that extra right after we told it

443
00:17:46,260 --> 00:17:49,740
what pixel it is now to be clear I

444
00:17:48,780 --> 00:17:51,900
understand the difference between

445
00:17:49,740 --> 00:17:54,120
setting the color and using right if

446
00:17:51,900 --> 00:17:56,220
you've not used neopixels before they

447
00:17:54,120 --> 00:17:58,080
essentially just get treated as an array

448
00:17:56,220 --> 00:17:59,940
you put your colors in and then when you

449
00:17:58,080 --> 00:18:01,260
say write the whole set of neopixels

450
00:17:59,940 --> 00:18:03,240
updates

451
00:18:01,260 --> 00:18:05,460
but

452
00:18:03,240 --> 00:18:07,620
um computers are fast

453
00:18:05,460 --> 00:18:11,640
even like little computers like a

454
00:18:07,620 --> 00:18:14,460
kookaburra or a micro bit and as far as

455
00:18:11,640 --> 00:18:16,500
99 of the stuff that the kids will be

456
00:18:14,460 --> 00:18:18,299
doing matters you could just write that

457
00:18:16,500 --> 00:18:19,679
every time it doesn't really matter so

458
00:18:18,299 --> 00:18:22,320
don't get the student to write it I'll

459
00:18:19,679 --> 00:18:23,280
write it in the wrapper

460
00:18:22,320 --> 00:18:25,500
um

461
00:18:23,280 --> 00:18:27,240
unnecessary arguments things that are

462
00:18:25,500 --> 00:18:29,220
confusing things where you have to

463
00:18:27,240 --> 00:18:32,100
specify stuff that should already be

464
00:18:29,220 --> 00:18:34,020
known a la how many micro how many

465
00:18:32,100 --> 00:18:37,080
neopixels are there

466
00:18:34,020 --> 00:18:39,240
if you can remove those by adding

467
00:18:37,080 --> 00:18:42,299
default arguments or even just

468
00:18:39,240 --> 00:18:43,919
not having them just fixing them that

469
00:18:42,299 --> 00:18:45,660
makes it a lot more approachable every

470
00:18:43,919 --> 00:18:47,940
time they have to have another comma and

471
00:18:45,660 --> 00:18:49,559
another thing inside the brackets it's

472
00:18:47,940 --> 00:18:51,960
another question of wait where does the

473
00:18:49,559 --> 00:18:54,840
bracket go and what order do these have

474
00:18:51,960 --> 00:18:57,179
to go in and have I done all of them or

475
00:18:54,840 --> 00:18:58,980
have I forgotten one so remove

476
00:18:57,179 --> 00:19:01,799
unnecessary arguments

477
00:18:58,980 --> 00:19:04,380
and then uh remove protocols I touched

478
00:19:01,799 --> 00:19:07,559
on this with i squared C and alluded to

479
00:19:04,380 --> 00:19:10,919
uart but when you have to follow a

480
00:19:07,559 --> 00:19:13,679
procedure that is Technical and has many

481
00:19:10,919 --> 00:19:15,299
good technical reasons for existing but

482
00:19:13,679 --> 00:19:18,960
you are just starting your technical

483
00:19:15,299 --> 00:19:20,940
Journey that procedure is impossible

484
00:19:18,960 --> 00:19:22,440
so you won't do it and that limits what

485
00:19:20,940 --> 00:19:25,860
you can do lots of really cool things

486
00:19:22,440 --> 00:19:27,960
use I squared C and use uart and use all

487
00:19:25,860 --> 00:19:31,620
sorts of ways to communicate over these

488
00:19:27,960 --> 00:19:32,520
protocols that students won't manage to

489
00:19:31,620 --> 00:19:34,200
get to

490
00:19:32,520 --> 00:19:37,620
and

491
00:19:34,200 --> 00:19:40,020
if you can do that behind the scenes for

492
00:19:37,620 --> 00:19:42,840
them and expose them in an abstracted

493
00:19:40,020 --> 00:19:45,539
interface that tell that offers to them

494
00:19:42,840 --> 00:19:48,660
what they want to do

495
00:19:45,539 --> 00:19:52,440
that will lead to them having

496
00:19:48,660 --> 00:19:54,299
a vastly expanded set of actions that

497
00:19:52,440 --> 00:19:56,960
they can do instead of features that

498
00:19:54,299 --> 00:19:56,960
they can implement

499
00:19:57,539 --> 00:20:02,039
and the last thing I consider is that

500
00:19:59,760 --> 00:20:05,700
consistency is key

501
00:20:02,039 --> 00:20:07,980
like really this is really key

502
00:20:05,700 --> 00:20:11,280
you want to build on what they know if

503
00:20:07,980 --> 00:20:14,580
they have learned how to use the basic

504
00:20:11,280 --> 00:20:18,299
functions like print or int

505
00:20:14,580 --> 00:20:21,059
build on that keep using basic functions

506
00:20:18,299 --> 00:20:23,280
that are similar to but distinct from

507
00:20:21,059 --> 00:20:25,500
print and int

508
00:20:23,280 --> 00:20:28,740
if they have understood

509
00:20:25,500 --> 00:20:31,020
a while loop build on that let them keep

510
00:20:28,740 --> 00:20:32,100
using while Loops reinforce that

511
00:20:31,020 --> 00:20:34,919
knowledge

512
00:20:32,100 --> 00:20:37,200
and help them to understand

513
00:20:34,919 --> 00:20:38,700
how you can remix that knowledge

514
00:20:37,200 --> 00:20:40,140
essentially into all sorts of different

515
00:20:38,700 --> 00:20:43,020
things

516
00:20:40,140 --> 00:20:44,280
so you're reinforcing these lessons they

517
00:20:43,020 --> 00:20:47,760
can keep

518
00:20:44,280 --> 00:20:50,580
uh using the same systems in different

519
00:20:47,760 --> 00:20:51,179
ways they will

520
00:20:50,580 --> 00:20:54,660
um

521
00:20:51,179 --> 00:20:57,960
become more familiar they'll become more

522
00:20:54,660 --> 00:21:00,000
confident and they will start to achieve

523
00:20:57,960 --> 00:21:03,179
a lot more

524
00:21:00,000 --> 00:21:05,640
and then maintain your patterns

525
00:21:03,179 --> 00:21:08,220
this is more comes to when using or

526
00:21:05,640 --> 00:21:09,539
making this kind of wrapper

527
00:21:08,220 --> 00:21:12,900
um

528
00:21:09,539 --> 00:21:13,860
but if you start to establish one

529
00:21:12,900 --> 00:21:18,179
pattern

530
00:21:13,860 --> 00:21:19,679
keep that going as much as possible

531
00:21:18,179 --> 00:21:21,600
when you have all these different

532
00:21:19,679 --> 00:21:23,880
peripherals like I showed they're all

533
00:21:21,600 --> 00:21:26,100
from different manufacturers and they

534
00:21:23,880 --> 00:21:28,200
all have different

535
00:21:26,100 --> 00:21:32,299
um different feature sets different

536
00:21:28,200 --> 00:21:35,460
interfaces different ways of operating

537
00:21:32,299 --> 00:21:36,600
that each one is a new thing that has to

538
00:21:35,460 --> 00:21:38,640
be learned and we've all come across

539
00:21:36,600 --> 00:21:40,679
that when you install a new library

540
00:21:38,640 --> 00:21:43,100
using pip or you get a new piece of

541
00:21:40,679 --> 00:21:46,140
hardware and you start using its

542
00:21:43,100 --> 00:21:47,400
interface and it's different to other

543
00:21:46,140 --> 00:21:49,200
ones and you have to spend quite a lot

544
00:21:47,400 --> 00:21:53,580
of time learning that

545
00:21:49,200 --> 00:21:55,440
that's time and expertise that the

546
00:21:53,580 --> 00:21:57,840
children don't have yet they don't have

547
00:21:55,440 --> 00:22:00,059
the time with a suitable teacher because

548
00:21:57,840 --> 00:22:01,740
you've got a whole classroom or you've

549
00:22:00,059 --> 00:22:03,720
got a bunch of kids you're tutoring or

550
00:22:01,740 --> 00:22:05,880
you're running a whole event and so you

551
00:22:03,720 --> 00:22:07,620
can't give them the one-on-one time that

552
00:22:05,880 --> 00:22:09,419
many will need to get across that

553
00:22:07,620 --> 00:22:11,520
interface

554
00:22:09,419 --> 00:22:13,740
and then also they don't have the

555
00:22:11,520 --> 00:22:16,620
expertise they're not confident in Tech

556
00:22:13,740 --> 00:22:18,900
they're not comfortable with reading

557
00:22:16,620 --> 00:22:21,659
documentation so you can't just say here

558
00:22:18,900 --> 00:22:24,059
are the docs off you go learn it

559
00:22:21,659 --> 00:22:25,919
they just never open that and then they

560
00:22:24,059 --> 00:22:27,360
will not do Tech and then they all drop

561
00:22:25,919 --> 00:22:29,280
out of the class and then they won't

562
00:22:27,360 --> 00:22:31,620
ever do Tech again because you have

563
00:22:29,280 --> 00:22:33,539
taught them it's not for them so

564
00:22:31,620 --> 00:22:36,419
maintain your patterns

565
00:22:33,539 --> 00:22:38,039
one that I really like to use is from

566
00:22:36,419 --> 00:22:40,500
English I mean lots of other languages

567
00:22:38,039 --> 00:22:42,360
but it's what we do here uh subject verb

568
00:22:40,500 --> 00:22:45,600
object

569
00:22:42,360 --> 00:22:50,400
I want my thing subject to do a thing

570
00:22:45,600 --> 00:22:53,700
verb about this thing object

571
00:22:50,400 --> 00:22:55,679
and we saw this with the bar light bar

572
00:22:53,700 --> 00:22:58,320
dot set pixel

573
00:22:55,679 --> 00:23:00,840
that pixel to that color

574
00:22:58,320 --> 00:23:03,480
same for the iPhone e-reader RFID reader

575
00:23:00,840 --> 00:23:05,159
Dot read tag name

576
00:23:03,480 --> 00:23:06,720
that one doesn't have an object not

577
00:23:05,159 --> 00:23:08,940
every sentence has an object sometimes

578
00:23:06,720 --> 00:23:11,100
the subject verb is enough

579
00:23:08,940 --> 00:23:14,580
she ran

580
00:23:11,100 --> 00:23:17,039
so how have these rappers gone when

581
00:23:14,580 --> 00:23:18,059
we've used them what kind of results did

582
00:23:17,039 --> 00:23:20,100
we see

583
00:23:18,059 --> 00:23:22,320
so as I said before we had four major

584
00:23:20,100 --> 00:23:24,179
events with these rappers and we run

585
00:23:22,320 --> 00:23:26,220
surveys before and after the events

586
00:23:24,179 --> 00:23:29,159
where the students answer a bunch of

587
00:23:26,220 --> 00:23:30,419
questions about what kind of stuff that

588
00:23:29,159 --> 00:23:32,400
they've done before the tech that

589
00:23:30,419 --> 00:23:34,919
they've done before how much are they

590
00:23:32,400 --> 00:23:36,360
engaged with stem what do they like yada

591
00:23:34,919 --> 00:23:38,100
yada

592
00:23:36,360 --> 00:23:40,799
and we asked them

593
00:23:38,100 --> 00:23:43,400
in various forms how much do you like

594
00:23:40,799 --> 00:23:43,400
coding

595
00:23:45,000 --> 00:23:50,580
totaling up the surveys from these

596
00:23:47,100 --> 00:23:52,980
events before the events about 26

597
00:23:50,580 --> 00:23:57,419
percent of students have a positive

598
00:23:52,980 --> 00:23:58,380
opinion of coding and 39 don't

599
00:23:57,419 --> 00:24:00,419
um

600
00:23:58,380 --> 00:24:02,159
clearly that's not

601
00:24:00,419 --> 00:24:05,100
a lot of the kids

602
00:24:02,159 --> 00:24:08,159
so how did we go with using these

603
00:24:05,100 --> 00:24:09,539
wrappers well in the surveys after the

604
00:24:08,159 --> 00:24:11,880
events

605
00:24:09,539 --> 00:24:16,380
55 of the kids said that they like

606
00:24:11,880 --> 00:24:19,740
coding and only 15 said that they didn't

607
00:24:16,380 --> 00:24:22,380
I think this is a huge success this is

608
00:24:19,740 --> 00:24:25,260
this is taking kids who genuinely didn't

609
00:24:22,380 --> 00:24:28,140
like coding thought

610
00:24:25,260 --> 00:24:29,880
like an end when I put this together I

611
00:24:28,140 --> 00:24:31,799
checked like is this are these results

612
00:24:29,880 --> 00:24:34,320
coming from kids who have done some

613
00:24:31,799 --> 00:24:36,539
coding and I filtered down to that

614
00:24:34,320 --> 00:24:39,799
and yeah they've done coding and they're

615
00:24:36,539 --> 00:24:39,799
like yep it sucks

616
00:24:40,380 --> 00:24:45,000
I don't want to do it

617
00:24:42,059 --> 00:24:47,400
but their school said they had to uh so

618
00:24:45,000 --> 00:24:50,700
we had them and then

619
00:24:47,400 --> 00:24:52,980
they did and then they liked it

620
00:24:50,700 --> 00:24:54,659
I think that a lot of the problem is

621
00:24:52,980 --> 00:24:55,980
yeah we're being thrown in the deep end

622
00:24:54,659 --> 00:24:57,059
and being told like yeah you're going to

623
00:24:55,980 --> 00:25:00,360
do this thing and you're going to work

624
00:24:57,059 --> 00:25:02,400
it out and there's a lot here that is

625
00:25:00,360 --> 00:25:03,539
difficult and then they're not given the

626
00:25:02,400 --> 00:25:06,919
support and they're not coped through

627
00:25:03,539 --> 00:25:10,679
and there are a lot of impediments to

628
00:25:06,919 --> 00:25:13,080
achieving things

629
00:25:10,679 --> 00:25:16,020
and I went through a whole bunch

630
00:25:13,080 --> 00:25:18,780
a whole bunch like 400 kids worth

631
00:25:16,020 --> 00:25:21,179
of the feedback and there's lots of it

632
00:25:18,780 --> 00:25:23,460
and lots of it was positive and one of

633
00:25:21,179 --> 00:25:25,020
the really recurring themes was that we

634
00:25:23,460 --> 00:25:28,740
made it approachable

635
00:25:25,020 --> 00:25:31,080
we made them feel like they could do

636
00:25:28,740 --> 00:25:33,600
interesting things that they didn't

637
00:25:31,080 --> 00:25:35,940
think that they could do

638
00:25:33,600 --> 00:25:38,820
we made them feel like they could read

639
00:25:35,940 --> 00:25:40,919
an RFID tag and when that the right tag

640
00:25:38,820 --> 00:25:43,679
is placed on the thing you could open up

641
00:25:40,919 --> 00:25:45,480
a box that was previously locked had a

642
00:25:43,679 --> 00:25:47,940
solenoid in it to be an electromagne

643
00:25:45,480 --> 00:25:50,039
like controlled by circuitry controlled

644
00:25:47,940 --> 00:25:52,740
by the kookaburri locked in there

645
00:25:50,039 --> 00:25:55,440
interesting things it's an escape room

646
00:25:52,740 --> 00:25:58,380
opens up because of code that they wrote

647
00:25:55,440 --> 00:26:01,140
and they can see oh wow yeah when I do

648
00:25:58,380 --> 00:26:03,240
this that happens and I think that's a

649
00:26:01,140 --> 00:26:06,720
really important thing I think this is

650
00:26:03,240 --> 00:26:10,320
as a slight tangent why devices like

651
00:26:06,720 --> 00:26:13,679
kookaburrias are really good is because

652
00:26:10,320 --> 00:26:15,600
if you first teach python using idle as

653
00:26:13,679 --> 00:26:18,059
an example and you teach them print

654
00:26:15,600 --> 00:26:19,500
hello world then they type into the

655
00:26:18,059 --> 00:26:20,700
computer and then text appears on the

656
00:26:19,500 --> 00:26:22,320
computer

657
00:26:20,700 --> 00:26:23,340
and and also text appears on the

658
00:26:22,320 --> 00:26:25,140
computer when they hit the Run button

659
00:26:23,340 --> 00:26:27,299
it's just over there now

660
00:26:25,140 --> 00:26:28,980
and like uh text appears to the computer

661
00:26:27,299 --> 00:26:30,360
when I type all the time

662
00:26:28,980 --> 00:26:31,260
like that's just what happens when you

663
00:26:30,360 --> 00:26:32,880
type

664
00:26:31,260 --> 00:26:34,140
I haven't done anything that's just what

665
00:26:32,880 --> 00:26:36,120
computers do

666
00:26:34,140 --> 00:26:37,440
but they understand the concept of two

667
00:26:36,120 --> 00:26:39,480
different computers

668
00:26:37,440 --> 00:26:41,340
and they understand that the kookaberry

669
00:26:39,480 --> 00:26:43,460
is a different computer with this little

670
00:26:41,340 --> 00:26:46,320
screen and so when you type

671
00:26:43,460 --> 00:26:47,700
display.print hello world and then you

672
00:26:46,320 --> 00:26:50,520
hit go

673
00:26:47,700 --> 00:26:52,320
and it appears on the kookaberry well

674
00:26:50,520 --> 00:26:54,299
now you've made a computer tell another

675
00:26:52,320 --> 00:26:55,679
computer to do a thing

676
00:26:54,299 --> 00:26:57,500
and that's big

677
00:26:55,679 --> 00:27:01,440
like I think that is a huge distinction

678
00:26:57,500 --> 00:27:03,539
that is vastly overlooked that gets them

679
00:27:01,440 --> 00:27:05,880
excited and then when you can go a step

680
00:27:03,539 --> 00:27:08,279
further and you have your computer tell

681
00:27:05,880 --> 00:27:09,539
the little computer to tell the box to

682
00:27:08,279 --> 00:27:11,700
unlock

683
00:27:09,539 --> 00:27:13,500
you can control a lock with a computer

684
00:27:11,700 --> 00:27:14,940
being controlled by a computer that you

685
00:27:13,500 --> 00:27:18,059
typed into

686
00:27:14,940 --> 00:27:19,080
that's good stuff they like that

687
00:27:18,059 --> 00:27:22,380
so

688
00:27:19,080 --> 00:27:23,940
how can you do this too

689
00:27:22,380 --> 00:27:26,279
well

690
00:27:23,940 --> 00:27:28,140
there's a bunch of stuff you can do

691
00:27:26,279 --> 00:27:30,000
firstly you can check out some of the

692
00:27:28,140 --> 00:27:31,440
demo wrappers that I've put together on

693
00:27:30,000 --> 00:27:34,140
GitHub

694
00:27:31,440 --> 00:27:35,700
um that's our organization and the repo

695
00:27:34,140 --> 00:27:37,860
I'll leave it I'm not about to change

696
00:27:35,700 --> 00:27:39,299
the slide anytime soon so take photos if

697
00:27:37,860 --> 00:27:40,620
you want

698
00:27:39,299 --> 00:27:43,380
um

699
00:27:40,620 --> 00:27:45,720
that has a few of these wrappers

700
00:27:43,380 --> 00:27:48,179
available for you there's a couple that

701
00:27:45,720 --> 00:27:49,679
are pre-compiled because also this is

702
00:27:48,179 --> 00:27:53,100
our business

703
00:27:49,679 --> 00:27:55,440
um and but there are a few of them that

704
00:27:53,100 --> 00:27:57,080
are just there as python files you can

705
00:27:55,440 --> 00:28:00,539
have a look you can see how I do them

706
00:27:57,080 --> 00:28:03,020
you can also see the cunning way that I

707
00:28:00,539 --> 00:28:06,900
have that connected code Library set up

708
00:28:03,020 --> 00:28:08,640
where you can import just from connector

709
00:28:06,900 --> 00:28:10,200
code import Star and you get all of the

710
00:28:08,640 --> 00:28:11,880
libraries and all of the wrappers and

711
00:28:10,200 --> 00:28:13,679
everything

712
00:28:11,880 --> 00:28:15,539
um you can make your own wrappers this

713
00:28:13,679 --> 00:28:18,480
is particularly good if you are not

714
00:28:15,539 --> 00:28:20,039
using uh cooker berries which I'll talk

715
00:28:18,480 --> 00:28:22,260
more about in a second most of you

716
00:28:20,039 --> 00:28:23,539
probably aren't using cooker barriers

717
00:28:22,260 --> 00:28:26,940
um but if you're using things like

718
00:28:23,539 --> 00:28:28,679
arduinos or raspberry pies

719
00:28:26,940 --> 00:28:30,419
um writing your own wrappers might well

720
00:28:28,679 --> 00:28:32,820
be the way to go

721
00:28:30,419 --> 00:28:34,320
um email me for advice my email's been

722
00:28:32,820 --> 00:28:35,700
on pretty much every slide it's also

723
00:28:34,320 --> 00:28:37,140
there's a second email for connected

724
00:28:35,700 --> 00:28:39,779
code that's on this side as well so

725
00:28:37,140 --> 00:28:42,000
you've got two of my emails now

726
00:28:39,779 --> 00:28:43,740
um email me and ask for advice or just

727
00:28:42,000 --> 00:28:45,720
show off that's cool I like to see what

728
00:28:43,740 --> 00:28:50,159
people have done

729
00:28:45,720 --> 00:28:51,900
um you can email us at Connected code

730
00:28:50,159 --> 00:28:54,480
um and we can come to you we go to

731
00:28:51,900 --> 00:28:56,700
schools and run events we and and they

732
00:28:54,480 --> 00:28:58,799
can be little events for you know four

733
00:28:56,700 --> 00:29:01,200
or five students who just need someone

734
00:28:58,799 --> 00:29:03,120
to come in and do a fun project

735
00:29:01,200 --> 00:29:06,480
um to help with you know a grade 11 or

736
00:29:03,120 --> 00:29:07,440
12 uh software class

737
00:29:06,480 --> 00:29:08,940
um

738
00:29:07,440 --> 00:29:11,159
or

739
00:29:08,940 --> 00:29:14,580
we can come and run a huge event we've

740
00:29:11,159 --> 00:29:16,980
we've won ones for the escape room was

741
00:29:14,580 --> 00:29:19,559
165 students I think the data objective

742
00:29:16,980 --> 00:29:21,179
was 180 students we did it for two whole

743
00:29:19,559 --> 00:29:23,159
grades each

744
00:29:21,179 --> 00:29:25,860
um and they were huge events and we can

745
00:29:23,159 --> 00:29:28,020
absolutely do that and lastly check out

746
00:29:25,860 --> 00:29:29,279
the kookaburries so the kookaburries uh

747
00:29:28,020 --> 00:29:31,679
real quick quote for them the Austin

748
00:29:29,279 --> 00:29:33,840
stem Foundation is really cool that a

749
00:29:31,679 --> 00:29:34,980
really cool stuff with the kookaburries

750
00:29:33,840 --> 00:29:37,320
and with supporting educational

751
00:29:34,980 --> 00:29:39,539
initiatives

752
00:29:37,320 --> 00:29:41,700
um the cookware is now available to

753
00:29:39,539 --> 00:29:43,620
purchase again you email them and sort

754
00:29:41,700 --> 00:29:45,360
it all out the reason for that process

755
00:29:43,620 --> 00:29:47,880
is because they have had been supply

756
00:29:45,360 --> 00:29:50,279
chain issues crypto miners chips ordered

757
00:29:47,880 --> 00:29:51,899
you all know that or if you don't it

758
00:29:50,279 --> 00:29:52,740
doesn't really matter

759
00:29:51,899 --> 00:29:55,140
um

760
00:29:52,740 --> 00:29:57,899
but they're available again so check

761
00:29:55,140 --> 00:29:58,500
those out at Austin

762
00:29:57,899 --> 00:30:01,200
um

763
00:29:58,500 --> 00:30:03,360
that's pretty much it for me there's a

764
00:30:01,200 --> 00:30:06,260
nice picture courtesy of Apple uh does

765
00:30:03,360 --> 00:30:06,260
anyone have any questions

766
00:30:07,860 --> 00:30:11,340
yeah

767
00:30:09,299 --> 00:30:13,080
oh yeah there's Mike coming that's

768
00:30:11,340 --> 00:30:15,779
better because then everyone on the

769
00:30:13,080 --> 00:30:18,179
recording can hear that

770
00:30:15,779 --> 00:30:20,659
is there a mic I don't know do I have to

771
00:30:18,179 --> 00:30:20,659
just come and

772
00:30:21,240 --> 00:30:26,000
that's good Tech stuff there we go oh

773
00:30:23,760 --> 00:30:26,000
yeah

774
00:30:28,410 --> 00:30:32,340
[Music]

775
00:30:29,700 --> 00:30:33,659
thank you thank you

776
00:30:32,340 --> 00:30:38,159
mug

777
00:30:33,659 --> 00:30:39,600
okay question I'll get on that

778
00:30:38,159 --> 00:30:41,340
thanks very much for the presentation

779
00:30:39,600 --> 00:30:44,220
Jack thank you I had a curious question

780
00:30:41,340 --> 00:30:47,220
when you're introducing coding to kids

781
00:30:44,220 --> 00:30:49,140
of I don't know no matter the age do you

782
00:30:47,220 --> 00:30:51,539
jump directly for them to use Hardware

783
00:30:49,140 --> 00:30:53,580
like koled like a kugaberry or a robot

784
00:30:51,539 --> 00:30:55,260
or a raspberry whatever or do you spend

785
00:30:53,580 --> 00:30:57,179
some time purely with coding with things

786
00:30:55,260 --> 00:30:59,940
like scratch or something that takes

787
00:30:57,179 --> 00:31:01,140
only like software related so basically

788
00:30:59,940 --> 00:31:02,820
yeah the question is like to introduce

789
00:31:01,140 --> 00:31:04,020
them you jump directly to software and

790
00:31:02,820 --> 00:31:05,700
Hardware or you spend some time with

791
00:31:04,020 --> 00:31:07,860
silver only and then once they know the

792
00:31:05,700 --> 00:31:10,980
basics jump into Hardware as well

793
00:31:07,860 --> 00:31:14,039
I think jumping the hardware

794
00:31:10,980 --> 00:31:16,500
um is the way to go I think because of

795
00:31:14,039 --> 00:31:19,559
that distinction I was saying about

796
00:31:16,500 --> 00:31:21,840
um bringing like making your computer

797
00:31:19,559 --> 00:31:23,279
make another computer do something I

798
00:31:21,840 --> 00:31:25,679
think that's a really exciting moment

799
00:31:23,279 --> 00:31:28,320
for a lot of kids and I think the sooner

800
00:31:25,679 --> 00:31:30,480
you can get to that the sooner you will

801
00:31:28,320 --> 00:31:32,520
get them interested and this is

802
00:31:30,480 --> 00:31:33,539
important because the longer you take to

803
00:31:32,520 --> 00:31:35,220
get them interested the more

804
00:31:33,539 --> 00:31:36,779
disinterested they will become and the

805
00:31:35,220 --> 00:31:39,620
more kids will decide that it's not for

806
00:31:36,779 --> 00:31:39,620
them and they're not interested

807
00:31:40,080 --> 00:31:45,840
yes that's a great Point thank you Renee

808
00:31:43,200 --> 00:31:46,500
who is the CEO of connected code

809
00:31:45,840 --> 00:31:49,320
um

810
00:31:46,500 --> 00:31:53,399
one thing that we do do for younger kids

811
00:31:49,320 --> 00:31:54,899
is the Austin Foundation also uses uh

812
00:31:53,399 --> 00:31:57,419
blockly they have their own slight

813
00:31:54,899 --> 00:32:00,240
variant called cooker blockly

814
00:31:57,419 --> 00:32:02,340
um and so these kookaburries can be

815
00:32:00,240 --> 00:32:04,260
programmed using blockly that's great

816
00:32:02,340 --> 00:32:04,980
for the younger kids

817
00:32:04,260 --> 00:32:07,260
um

818
00:32:04,980 --> 00:32:09,779
the rapper concept doesn't really apply

819
00:32:07,260 --> 00:32:12,360
to blockly because you there are fixed

820
00:32:09,779 --> 00:32:14,820
blocks and such but we have also worked

821
00:32:12,360 --> 00:32:17,640
with the ostam foundation to add in a

822
00:32:14,820 --> 00:32:19,020
few blocks when needed to essentially do

823
00:32:17,640 --> 00:32:21,059
the same thing and you know here's

824
00:32:19,020 --> 00:32:22,980
here's a block that does this little

825
00:32:21,059 --> 00:32:25,740
feature fakes the channel on a broadcast

826
00:32:22,980 --> 00:32:27,480
radio or something like that

827
00:32:25,740 --> 00:32:30,380
um so yes great question and great

828
00:32:27,480 --> 00:32:30,380
suggestion thank you

829
00:32:30,659 --> 00:32:34,140
yeah um thank you Jack

830
00:32:33,480 --> 00:32:36,240
um

831
00:32:34,140 --> 00:32:37,200
so I'm curious about what happens and I

832
00:32:36,240 --> 00:32:39,179
know you said it's sort of the one

833
00:32:37,200 --> 00:32:40,200
percent case what happens when the

834
00:32:39,179 --> 00:32:43,980
student

835
00:32:40,200 --> 00:32:45,899
hits the edge of the of the rapper and

836
00:32:43,980 --> 00:32:47,100
I'm I I know there's lots of things you

837
00:32:45,899 --> 00:32:48,360
could do but I'm really curious how that

838
00:32:47,100 --> 00:32:49,919
pans out in the classroom and what your

839
00:32:48,360 --> 00:32:52,020
experience has been with that yeah

840
00:32:49,919 --> 00:32:54,299
terrific question

841
00:32:52,020 --> 00:32:55,860
um so

842
00:32:54,299 --> 00:32:57,419
um one thing that I didn't highlight as

843
00:32:55,860 --> 00:32:58,860
much in this talk as I could have or

844
00:32:57,419 --> 00:33:00,120
should have I don't know there's a time

845
00:32:58,860 --> 00:33:01,679
limit

846
00:33:00,120 --> 00:33:03,360
um is that

847
00:33:01,679 --> 00:33:06,360
with these rappers we aim for

848
00:33:03,360 --> 00:33:07,860
differentiation so we have a few

849
00:33:06,360 --> 00:33:10,080
different

850
00:33:07,860 --> 00:33:11,820
um functions a great example is with the

851
00:33:10,080 --> 00:33:12,960
potentiometer which is

852
00:33:11,820 --> 00:33:17,460
um I think I remember one of the demo

853
00:33:12,960 --> 00:33:18,419
ones where we give them like read in a

854
00:33:17,460 --> 00:33:21,179
number of steps and it will just give

855
00:33:18,419 --> 00:33:23,340
them a number between 1 and 20 or you

856
00:33:21,179 --> 00:33:25,260
can read percentage which I'm same thing

857
00:33:23,340 --> 00:33:27,539
one in a hundred but we also just give

858
00:33:25,260 --> 00:33:31,080
them read which lets them get the whole

859
00:33:27,539 --> 00:33:34,860
number as a 16 bit integer

860
00:33:31,080 --> 00:33:37,919
um lets them see Zero to six five five

861
00:33:34,860 --> 00:33:41,519
three five and then they have to do the

862
00:33:37,919 --> 00:33:45,059
maths to work out what divisions they

863
00:33:41,519 --> 00:33:47,340
need and if they get beyond that then

864
00:33:45,059 --> 00:33:50,640
they can start importing

865
00:33:47,340 --> 00:33:53,820
in other things that like the actual

866
00:33:50,640 --> 00:33:55,440
libraries that our libraries depend on

867
00:33:53,820 --> 00:33:56,940
um

868
00:33:55,440 --> 00:33:59,039
and that's just for the potentiometer

869
00:33:56,940 --> 00:34:00,600
for other ones you can have

870
00:33:59,039 --> 00:34:03,539
um we have a bunch that have optional

871
00:34:00,600 --> 00:34:06,960
parameters so with the neopixel bar and

872
00:34:03,539 --> 00:34:08,820
our other Neo pixel sort of modules

873
00:34:06,960 --> 00:34:10,440
um there is actually an optional

874
00:34:08,820 --> 00:34:12,720
parameter where you can say how many

875
00:34:10,440 --> 00:34:14,099
neopixels you have and so if you do buy

876
00:34:12,720 --> 00:34:15,240
a different thing you can and different

877
00:34:14,099 --> 00:34:17,639
stuff there

878
00:34:15,240 --> 00:34:20,639
with the RFID reader those you can

879
00:34:17,639 --> 00:34:23,159
specify and address to daisy chain them

880
00:34:20,639 --> 00:34:24,960
um and we just always secretly hide away

881
00:34:23,159 --> 00:34:26,580
the default address but if you specify

882
00:34:24,960 --> 00:34:29,220
an address you can connect more of them

883
00:34:26,580 --> 00:34:31,679
and so by putting stuff behind default

884
00:34:29,220 --> 00:34:33,540
arguments or having multiple functions

885
00:34:31,679 --> 00:34:36,240
that kind of do the same thing but with

886
00:34:33,540 --> 00:34:37,800
more or less assistance that's how we

887
00:34:36,240 --> 00:34:39,240
let the kids who are really progressing

888
00:34:37,800 --> 00:34:42,179
get into the more interesting and more

889
00:34:39,240 --> 00:34:44,220
advanced stuff without sort of giving

890
00:34:42,179 --> 00:34:45,659
them a hard stop of well now you have to

891
00:34:44,220 --> 00:34:47,580
really Dive In The Deep End on your own

892
00:34:45,659 --> 00:34:50,060
well we focus on teaching this stuff to

893
00:34:47,580 --> 00:34:50,060
the other kids

894
00:34:51,480 --> 00:34:55,740
I was I was waiting to cut you off we

895
00:34:54,419 --> 00:34:58,260
are out of time I know there are more

896
00:34:55,740 --> 00:35:01,080
questions I'm gonna throw Jack under the

897
00:34:58,260 --> 00:35:03,060
bus by saying around out outside at

898
00:35:01,080 --> 00:35:05,180
morning tea

899
00:35:03,060 --> 00:35:08,880
there's also the Discord I have

900
00:35:05,180 --> 00:35:12,599
connected to the Discord so message me

901
00:35:08,880 --> 00:35:16,020
um we have 12 minutes from morning tea

902
00:35:12,599 --> 00:35:18,240
generous time but as you're packing up

903
00:35:16,020 --> 00:35:20,160
um I want to throw just a slight the

904
00:35:18,240 --> 00:35:22,200
next talk is perhaps the most

905
00:35:20,160 --> 00:35:27,599
controversial of the entire conference

906
00:35:22,200 --> 00:35:29,339
come back to find out why

907
00:35:27,599 --> 00:35:31,079
it's also about Pi game it's really

908
00:35:29,339 --> 00:35:32,390
awesome come and join us thank you so

909
00:35:31,079 --> 00:35:37,710
much thank you Jack

910
00:35:32,390 --> 00:35:37,710
[Applause]