Mitch Resnick presents at Scratch Conference Europe 2019

Mitch Resnick presents at Scratch Conference Europe 2019

– It’s great to be here. It’s always energizing for me,
being at a Scratch Conference and getting a chance to
interact with all of you. Like to start by giving a
really special thank you to the Raspberry Pi Foundation, which has just done such a great job of bringing this together, along with other sponsors
of the conference. And I think we feel a special connection ’cause we see such a strong alignment between what we’re doing with Scratch and what they’re doing at
the Raspberry Pi Foundation. There are a lot of obvious connections, the fact that Scratch runs
on the Raspberry Pi computer and has from the very beginning. Even when we first came out with Scratch, it wasn’t so easy to make
it run on the Raspberry Pi, but they really worked
hard to make that happen. In the last year, our
team has worked closely with the Raspberry Pi Foundation to make sure that the
new version of Scratch’s work on the new version of Raspberry Pi which, again, it was generously given to all the participants here. So we appreciate that. And then of course, the connections with code clubs and CoderDojos, where Scratch is such an
important element there. But I think there are sort of deeper connections beyond those. I think one thing that
really stands out to me is that there’s such a strong connection between our mission and
our goals and our values, that both at the Raspberry
Pi Foundation and Scratch there’s this deep commitment to trying to open up creative learning
opportunities for all children from all backgrounds and
all places around the world. So that’s where I feet
we connected with that. I think that’s what makes
a strong connection there, and what really serves
as a great foundation for this conference. So I was really happy, it was a year ago at the Scratch Conference at MIT that Philip and I were talking and he was suggesting an
idea that maybe we could have the Scratch Europe Conference
hosted by Raspberry Pi. And it did feel like
the perfect connection and I was so happy that it did come about. And I could see, last
night at the reception you could really feel, I’ve
always seen Scratch Conf as somewhat like a family gathering. There’s this extended family that’s linked together by their ideas and the work they do coming together. And yesterday felt a little
bit like two extended families coming together with lots of overlap, ’cause I met lots of you at the reception who work at a CoderDojo but love Scratch or are introducing Scratch at a Code Club. So we see all these different connections. And I think that we really see that that really lays the foundation for what we’re really
trying to accomplish here. And we look forward to building upon that in the coming days. At a Scratch Conference, I
think it’s really an opportunity to connect with other people. And it’s always nice at the conference, I met lots of people yesterday who were at their first
Scratch Conference, but also a lot of people who are familiar, that I’ve seen it other
Scratch Conferences. Actually, maybe if we
could just take a moment, if anybody who is at their
very first Scratch Conference could stand up, if you could
take a moment to stand up? (audience chatters) Okay, so if everyone sort of welcome you to the Scratch Conference. (audience clapping)
(audience cheering) For now, stay standing for a moment. ‘Cause now I wanna talk to
people are sitting down, part of your responsibility
is to try to make sure that all the newcomers feel very welcome. So actually, let’s just
take a couple minutes. And please talk to the,
take a couple of minutes talking to the people around you. Find someone you don’t know,
and just chat with them a little bit about what you
hope to be accomplishing and what brought you to
the Scratch Conference. (audience chatters)
– Hi. – So I always hate breaking
up animated conversation, it was great to hear the
animated conversation. And that really is what
the conference is about. More important than what’s
happening on this stage is just the interactions happening. Hopefully you can continue to build on that over the next few days. Again, at the reception it was great to meet people from so
many different places. I think last night Philip
said there are people from 28 different
countries, and I counted up, I think last night I met people from at least 20 of the countries, so not just here in England. I remember meeting people
from Ireland and Denmark and Netherlands and Belgium
and Germany and Austria and Bulgaria and Ukraine and Belarus. Lots of people from
Italy, so shout out to. (audience cheers)
Big delegation from there. And from Spain and Greece. – [Audience Member] Yeah. – So I’m sorry if I’m missing some. (audience laughing)
But from other parts of the world too, the United
States, from Chile, from Fiji, from Kenya, from Bahrain, to
Israel, to China, to India, to Japan, so from all over the world, so it’s great to see
people from so many places. As Natalie mentioned
at a panel last night, one of the things that excites us so much on the Scratch team when
we come to conferences, learning from what’s happening everywhere and around the world. Of course, it’s great for
us to be able to share some of the things that we’re doing. But we values so much
hearing about how Scratch is being put into practice in so many different
places around the world. Actually, if I could just ask everyone, we have a large delegation
from our Scratch team at MIT here, if I could ask them
just to stand for a moment. (audience clapping)
(audience cheering) I asked them to stand partly
because, again, I’m grateful. They are the ones who
developed a lot of the ideas that I’ll be talking about today. But also for you to see,
please go up and talk to people from the Scratch team, don’t feel, oh, we don’t
wanna to bother them. We actually wanna hear from people, what all of you are doing. It’s so valuable for
us, and we gain so much, and we’re so excited to hear
about all of the different ways that you’re using Scratch, in
ways that we never imagined. So that’s so exciting for us. So I’m gonna talk this morning
about coding at a crossroads. ‘Cause I feel that we’re at a moment of extraordinary opportunity, but also a moment of
extraordinary challenge. And I wanna talk in this session about how, in the coming years, we can really take
advantage of the opportunity and navigate some of those
challenges that we see. And in order to look ahead, it’s sometimes useful to look back. So let me start by looking back
to when we launched Scratch. And I thought about this ’cause, since we’re here in England, there was an important English role in the launch of Scratch. We launched Scratch on April 14th, 2007. One thing that attracted a
lot of attention to Scratch was this article on the BBC website. (audience chuckles)
It attracted so much attention it crashed our servers for a while. But we really appreciated
that it was here in England that really, so lot of the
initial use was here in England, while we were still asleep
in the United States seeing what would happen. People start reading this,
starting to get onto Scratch. You can see in this last 12 years, you can see Scratch has
changed a little bit, the web has changed a little bit, I’ve changed a little bit.
(audience laughing) So there’s been some change. But I think the underlying
goals and values have stayed the same. Again, over those last 12 years, there have been a lot of changes. If you just look at the use of Scratch. You know, obviously one way to look at it is just people joining the
Scratch online community. So each year the number of
people joining the community has just been growing
and growing from 2007, when it was launched, to last
year about 10 million people joining the online community. Of course, a lot of people use Scratch without joining the online community. And we see a similar type of growth in all sorts of other ways,
the number of projects people are working on, there’s
a lot of different ways that we just see this really
rapid growth of Scratch. And I think that sort
of comes to it that we, you know, the business growth, there are a lot of things that we can feel really excited about and proud about. And that it’s a real special time. We’re very different now than 12 years ago when Scratch was launched. Not just lots more people using Scratch, but different types of
acceptance around the world. When we launched Scratch,
there was a lot of skepticism about, “Well, what’s the
role of coding in schools?” It felt like little fringe activity for a small group of kids
who have a special interest in going on to careers in
certain technical areas. And clearly there’s been a real change in the way people think about coding, and in being embraced in
different governments. Here in England have embraced a lot, national efforts in England
and many of your countries to introduce coding in schools. So we see a type of this
part of the opportunity that we see, that there is now potential. Not just that it’s already out there, but it’s being embraced in ways that provides a way to go even further, to allow even more children
from more backgrounds to have the opportunities
to design, create, experiment, and explore
and learn through coding. But as I said in the beginning,
I do see it as a crossroads. Actually I’ve been working on
an article with my colleague, Natalie Ross, about this and we’ve decided to frame it in this terms of a crossroads ’cause we do see this
incredible opportunity, but the same time as we see
this incredible use of Scratch and more broadly coding around the world, we see that coding is
introduced in many places in ways that undermine its
potential and its promise. And unless we change and have new ways, new educational strategies
for introducing coding, there’s a real risk of
disappointment and even backlash if people think that
was a failed experiment, “Let’s move on to something else.” So we do see this as a real challenge. So I do see there’s this crossraods. We see there’s this opportunity to grow even more than we ever
expected, not just in numbers but to reach, to bring the
type of educational vision and values that we hope
for to more and more kids around the world, but also
a real risk, of a type, of not living up to it and
people having a backlash against. So I think we wanna talk
today about what is it that we need to do as a community to try to make sure, to take advantage of this incredible
opportunity that we have. To talk about the type
of vision and values that we have, well, what is
it that we’re striving for? What is it we’re trying to support? Let me try to talk about
that through a story of an individual member
of the Scratch community. A lot of my inspiration,
I think for all of us on the Scratch team, we get so inspired by just seeing what young
people and educators around the world are doing with Scratch. So let me tell a little
bit of an extended story about one longtime member
of the Scratch community, to be able to get some
sense of the types of things that we see as possible. And then maybe we can think together about what is it that we need to do to support these types
of learning experiences for more people from more
backgrounds in more places. And I decided to focus on a
member of the Scratch community. She was on my mind
because she wrote an email this past summer, actually
to Natalie and myself, ’cause she was just graduating high school and getting ready to start college. So her Scratch username is CrazyNimbus. This is CrazyNimbus. And in her email message she wrote, “As my high school career comes to an end “I want to thank you for helping me “find my something I’m
truly passionate about “and something I hope
becomes a lifelong career.” As I sat there, as I looked at this, the thing that jumps out to me, it’s not that we got her started towards, “Oh, she’s gonna be a computer scientist “so we got her started in
that technical career,” but for me, what jumps out is, “find my something that I’m
truly passionate about.” And for me, if we can help
all kids find, you know, my. At first I thought was a typo, I thought she said, “find something,” but she said, “find my
something,” you know, so it was something that
was so personal to her that she really felt
that she found something that she cared so much
about that she was willing to invest the time and the effort that was needed to really
be able to succeed at this and to flourish in this and
to be fully fulfilled by it. So I think this is something
that we really want to try to help all kids find their
something in that way. And I think we tried to design Scratch to help all kids find their
something in that same way. So as I sort of take a look back at the trajectory for CrazyNimbus. And I’ll start, I have a video. Actually we shot this video,
actually I’m not sure, I didn’t look up how many years ago, this is probably six years
ago or something like that, and she was, where she was talking about getting started with
Scratch, and she’ll talk about some of her initial
experiences with Scratch. Actually, this is just her profile page. So you can see she’s done
hundreds of projects in Scratch. So you can go through and
see lots of different things. And here’s she’s talking about some of her early experiences. This is a video from a few years ago. – I was searching for
interactive programming language on the internet and I came across Scratch. As soon as I shared my first project, I got instant feedback and I was like, okay, I wanna continue with this. – And again, for her, the
idea that as soon she shared, she got instant feedback. So I do think, for CrazyNimbus, she came excited about creating things. In fact, she said when I talked to her, she said she came where
she wanted to create games, she found out that she could
create games with this. She started by creating games, and you saw there was one image there of a type of dress-up
game that she was doing. And she created a variety
of different things. But then she really got hooked. She came for the project, and
we see this for many kids, they came for the project
and stayed for the community, That she put something, shared it, and that she got this feedback. And it excited her, gave her new ideas of other things to work on. So having that cycle of
trying something out, getting feedback from
others, doing something new is something that really
was important to her. And then she talked about it this way. Again, I talked to her and she said, “Everyone needs a voice with computers. “I like sharing my project with the world “and seeing what other
people think about them.” I think that’s a dynamic, again
this captures having a voice that she really saw there’s
a way that she could take her ideas and get her
ideas out to the world. We often like to make the analogy between coding and writing,
that we want kids to learn to write not because they all grow up to become professional journalists or novelists or professional writers. But everyone should have a
voice to express their ideas. And she also saw that
this gave her a voice, another way of expressing her ideas. But expressing ideas is
not a one-way street, she wants to share
ideas but then hear back from other people, see what
other people think about them, to engage in a dialogue. So I think this is, we’re trying
to see from the beginning. We launched Scratch programming language with Scratch online
community at the same time, ’cause we wanted that dynamic, to be able to express your voice but to be able to share with others, to collaborate with others,
get feedback from others. And that clearly was something that was important for CrazyNimbus. She went on to do a
variety of other projects because she got so engaged
with the community. She’d started doing a lot of projects where she would start making
personalized birthday cards for others, for her friends, so it was a way for her
to share with others, so she was creating things
to share with others. So first, you start making birthday cards. And then there was a
trend in the community about Scratchiversary. So your Scratchiversary
is when the anniversary of when you started Scratch. So here’s a project she
did on a Scratchiversary. (upbeat electronic music) This is sort of a nice
personal expression, so she’s using Strach
for personal expression. But if you look inside that project, you also see how CrazyNimbus is developing some coding skills and
systematic reasoning. Like inside that project,
you saw the confetti that was coming down for the party. So here it is, you can see
that she’s doing everything, clearly she’s learned
to coordinate systems, randomness, how to create clones and to do things in parallel. So she’s learning all these
types of problem solving, systematic-reasoning skills,
but also personal expression and personal connection with others. Through projects like that–
– There was a song that said. – Oh, let me just. That sort of led to sort of what became one of my favorite projects
on the Scratch website. This reason I really
got to know CrazyNimbus, ’cause I love this project. She’s talking about a Scratch Day project that she worked on.
– There was a song that said happy, happy birthday. I put Scratch in there. It just became an instant hit on the site, And it inspired so many people to make their own songs and remixes. – So I’m trying to think, I
did think, well, why is it that I like this project so much? Well, actually I’ll show you
a little bit of the project so that you can see why,
maybe you can see why I like. Here’s the project. ♪ Hap, hap, hap, happy ♪ ♪ Scrtach ♪
♪ Day ♪ ♪ Hap, hap, hap, happy ♪ ♪ Scrach ♪
♪ Day ♪ ♪ We’ll sing a cheer for another year ♪ ♪ It’s a happy ♪ ♪ Scratch ♪
♪ Day to you ♪ (audience laughing) – So for me, that just
brings a smile to my face. I’ve heard this hundreds
and hundreds of times and it still brings a smile to my face. When we run our own Scratch Days, the others on the team
are tired of me saying I wanna hear the CrazyNimbus one again. (audience laughing) So I’m a little obsessed with it. So I did think, well, why
am I so obsessed with it? Again, I do see it as, you
know, it’s a catchy jingle. But it also, for me it captures a lot of the type of spirit
that I am looking for. see if you think what you
know CrazyNimbus don’t care. You know, the way this is a
remix here she’s bringing a song then putting your own voice into it. Take your she found the
Happy Birthday song, then injected herself
into it by modifying it, remix and get you from
the beginning that’s what the name Scratch was about
people remixing things and we called it, not everyone knows, we called it Scratch because of the way that hip hop disc jockeys
Scratch with music and mix different pieces
of music together. And we see here her mixing
different pieces together, some that she found online
some of her own voice. We also see how she took
things from her own work that confetti falling that
you’d use for birthdays she brought that in. So she was like that’s
a good programming skill of reusing code. But again, sort of being
able to keep on building off other people’s
things, your own things, being able to combine sort of the art and the music and the coding together. There’s a lot of things,
she has this countdown timer for how many days till Scratch Day. Actually, we didn’t make it
so easy to make an easy time. So she had to do a lot of thinking to how to make good timers,
so she was really just solving some, you know, challenging
problems with us. So I think they’re just
so many elements of this that, for me, capture the
spirit of what we’re hoping for. Actually, I was really then fortunate. Actually, she doesn’t, at
one of our Scratch days in Boston, she became
so interested Scratches had to come to one of our
Scratch days in Boston. She lives hundreds of miles away. But she convinced her family to come. And I didn’t know she was
gonna be there, it was just when I saw her it’s
like, you’re seeing this your celebrity sighting
and you’re so excited to see CrazyNimbus ’cause for me, she was,
you know, her project has been such a big
inspiration for Scratch Day. So it’s so great to meet. That was the first time I met her was at the Scratch Day
when she came to visit. But I think that because of
her interaction with Scratch, she saw lots of other
opportunities arise for her. She says, “Thanks to Scratch
community, I was able to grow “my confidence and leadership experience.” And I think that’s nothing,
it wasn’t just about learning. coding skills, or even
her creativity skills, but building a type of
confidence because of the ways that she was able to
participate in the community. She really started to see
herself in different ways, and grew and had influence
outside of the Scratch community. Actually, this is a story
I heard through Natalie, who talked to CrazyNimbus’ father who brought her to the Scratch Day. And he was saying that in
the school where she went to there was an afterschool coding club. And when she first went
there, it was primarily boys in the club, which we see too often. And at first, they sort of
weren’t really paying attention, they were somewhat dismissive of her. And she said that was because
of her experiences on Scratch she’d built up the confidence
to persevere and persist and ultimately was able to emerge and play an important
role within this club. So and then to see the designs that she did want to go on with. So though she had great
experience in the community is also she brought with
her out on tour interacted with other people into the world, into her everyday life and that
that brought that confidence in ways that she could express herself and interact and the
leadership experience. One thing that within our community within the online community, we
try to provide opportunities for young people to be able
to take on different roles in the community. So she’s really taking advantage of that. So our community team
has spent a lot of time being able to see what
are the different pathways that people can create. So like one of the things
to CrazyNimbus participates in is is the Scratch welcoming committee. So SWC, Scratch Welcoming Committee, so would anyone anyone new
joins to the online community, they’re taken to a page
where they can see projects from the Welcoming Committee, so an existing longtime
Scratcher can welcome them and give them advice and ideas. so CrazyNimbus was part of that and that she made a members guide for it. So she really became an
active participant and leader within the community, and it gets on else we want to see that. Again, it’s not just learning the skills or producing the projects, but becoming, was become
a member of a community whether it’s online or
in your everyday life and to the different roles you can play. Through the leadership
that she did online, I think had some influence
about a leadership role she took offline, that in her
own community where she lived she heard a news report
that some local schools didn’t have any computers, and it had been such an important experience
for her that she decided that was a real problem. So she was in high school started an NGO that was called Got Tech Richmond. Richmond is the city where she lives. And then she organized to raise funds to be able to buy
computers for these schools where they weren’t there. And then to organize
some workshops for kids and for educators to get
started using Scratch in those schools. And again, it’s a way that again, she took on these new,
saw what she had benefited from and was giving back to others. Which is something else that
we sort of see as part of the being member of an extended community that it’s not just learning
from the community, giving back to the community. And when she wrote that letter
this summer about her plans. She’s going to college in another state and she already has plans
to start a Tet Tech outlet, or Got Tech outlet in the new city where she’ll be going to college. And she talked about
that her plan in college is she’s planning to double
major in computer science, but also in media and design, which I think also
grows out of the Scratch that she had the computer
science background from Scratch, but also the expressive side of Scratch. So if we take a look at this
experiences of CrazyNimbus over the years I think we see that clearly she’s not just learning the
technical skills of coding, which is learning to think creatively, to reason systematically,
to work collaboratively. And we always think about
those are some of the goals we’re always aiming for, ’cause we see those are types of
skills and capabilities, they’re important for everybody regardless of what they’re
gonna grow up and be or we’re talking what
role they’re going to play in their community. These type of skills
are gonna be important for everybody in today’s society. So these are the things
that we’re most interested in supporting, as kids
are working with Scratch. And I think you could
see that with CrazyNimbus through this, all the creative thinking that went into those projects, you saw the systematic reasoning
of building up the code, and the working collaboratively, both online and offline,
that she was doing. So we see this is something
we wanna to try to bring this to more and more people, we
see these skills becoming even more important today than ever. I mean, if I’d been here 100 years ago, I hope I still would have
been arguing for these skills. But to be honest, these
weren’t necessarily the most important workplace
skills 100 years ago. So law schools were set up to develop to support other skills. Because that’s what was
needed in the workplace. We do happen to be at a time right now I think these are the skills
that will be the most important skills in the workplace in the future, but also important skill,
but they’re important things for everyone just for
their own personal lives, their community lives. You know, I think thinking
creatively is something that’s not just something
that will enable you to do a better job at work, but it brings meaning and
fulfillment and joy into life. And I think, so these are
the things we want to support for all aspects of people’s lives. And I think most important today, as we’re going through a such a period of rapid change, as the world is changing so quickly, we know that today’s children are gonna face a never ending stream of unknown and uncertain and
unpredictable situations. So that ability to think creatively will be more important
today, both at the workplace and personal life than ever before. And with trends through machine learning and AI advances as
computers play new roles in society and take over some
of the more routine tasks, these abilities of working
collaboratively, thinking creatively, the type of things
you see CrazyNimbus doing the things that are gonna
be so valued in all aspects of the culture and society in the future. So we’re always trying to think how is it that we can support the development of these types of capabilities? And again, in our group
when we think about it, I think many of you know we
have these guiding principles for trying to support this. We call for the four P’s
of creative learning: projects, passion, peers, and play. And I think you can see from CrazyNimbus, how she really was benefiting from this. You could see how she
was working on projects or host she had what
was a 230 some projects, so she learned about Scratch
by creating projects. She was sharing those projects with peers, that she was putting them
out there getting feedback, collaborating with others, she
was clearly working on things she was passionate about. She’s you’re building on ideas
that she really cared about, and building her projects, and doing a playful experimental spirit. When we say play, it’s not just about fun, and having games, having fun and playing games. Although I’m sure CrazyNimbus
was having a lot of fun. But for us play as a playful
spirit is about experimenting and trying new things and
testing the boundaries. If you look at the range
of CrazyNimbus projects, you can see that she is
you’re doing exactly that of having that sort of playful spirit where she’s constantly experimenting, and how we can help all kids
grow up with that spirit of always experimenting, taking risks, trying new things, is
what we want to support. So how is it that we can do this? Because it’s a it’s a challenge. We see examples. I highlight credits
CrazyNimbus this morning. But again, there are literally
millions and millions of other examples out there
in the Scratch community. Many of them I’m sure in
the classes and workshops that you run, but how is
it that we can help support more of those experiences in
more places around the world? That’s the real challenge that we face, as we look ahead and we
see that in many places, where Scratch is being introduced, that’s not the experience that kids have. And we have to see how
is it that we can try to make sure that all
kids have the experience the CrazyNimbus had, or not
exactly that experience, but this experience of you know, supported by these four
P’s of creative learning. Again, we get frustrated
when we see certain things. So here’s an example that
we saw on the website a few years ago. I looked on the website one morning and I saw these six projects
show up on the website. And at first I thought
maybe there’s a problem because these look like
six identical projects. But you look, they’re from different kids and clearly this is from a
classroom where the two said, do this, do this, do this now share. So they’re all doing
the exact same project and then sharing. And again, there’s probably
something that they’re learning from that, they’re learning
some of the basic things about using the interface, there’s certain technical concepts that they might be learning from it. But this is not the way
that they’re gonna be able to start to express themselves creatively with the technology. It’s not the way they’re going to find my special something as CrazyNimbus did. And we see this in many places. Actually, I was talking to, I don’t know if she’s here this morning, at the reception, Diavlo
who’s Longtime Scratcher, and she was saying her
very first experience with Scratch was in school and basically, the teacher had everyone just copy a script that was to
make a snowman or something. And everyone’s doing
the exact same script. So her first experience, she didn’t see this as very interesting. And she then we got reintroduced
to Scratch by a friend and then saw the possibilities. And then later again,
at school, and again, it gets into so many
different ways another teacher who did open up possibilities. So it’s just such a
variety of different ways that it gets introduced. Of course, in many places these days, it’s not just obviously
that’s an extreme form of just everyone copy
the exact same script. We see many other places
where kids are given the same problem to solve and it is time where they’re also working
and trying to come up with their developing some problem
solving skills with this, oftentimes is introduced in a way where there’s one right answer,
and they get graded on whether they got the correct answer or they get graded off
they use the fewest number of blocks to get to that answer. And again, I’m not saying there’s nothing that’s learned through those exercises. But that’s not the way for kids to learn to be thinking creatively
and working collaboratively and reaching the type
of, and having the type of experiences that
we’re really looking for. Sometimes there’s a
challenge when we talk about the importance of not just having kids follow the script and having
a too rigid introduction. Sometimes people misinterpret that and think we need to swing
to the opposite extreme and say, “Okay, here it is. “Go off, do whatever you want.” And of course, for some kids, just come to the Scratch website, say “Do whatever you want,
will be a great experience,” but not for all kids. And even for kids where it
might be a good experience for a while, but then they
won’t be able to continue. We need to provide support to help kids, you know reach the possibilities. We want kids to be able
to have their own dreams that they’re chasing, we
need to provide that support in order to help them reach those dreams. So we’re always thinking about how is it that we need to provide
the support that kids need to enable them to follow
their own interests, to follow their own passions,
to connect with others, but provide them the way to follow those interests, but also
the support they need in order to make progress and
have fulfilling experiences. So we’re always looking at that. And I think that’s a big
challenge that all of us face is trying to find those
right ways of doing that. It’s something that we tried it. A lot more of our time these days is how we can communicate these ideas. I wrote my book, Lifelong Kindergarten, just read some of those ideas. Some of those ideas get spread through an online course
through run learning, creative learning, a
couple of Scratchy members here Carmelo and Lily,
but a bunch of others. There’s a whole team of people,
they’ve been working on it. And it sort of helps spread these ideas and helps people learn about this. it’s a six week online course, where you’re learning about those four P’s of creative learning. And there’s been great,
you know,that some of you I know have been
participating in the course and it’s going to run again, I think in October, November this year. If you’re interested
please take a look at it. We’re also trying to see what other types of support are needed. Though, this has been
a great way for people to come together and share the big ideas that underlie our work with
creative learning and Scratch. We do get feedback from
educators say this is great. I now have a better sense of the vision. But how do I put it into practice without doing Monday morning, and we realize there’s
a real need for that. And that’s one thing that motivated us to start a site that’s
called Scratch in Practice it’s really getting a bunch of people from our group involved in
that Lily and Eric Schilling and Natalie and have lots of other people, the design team setting up the site. So lots of people on the team doing this. And we’ve started doing
it to introduce ways of how do you bring Scratch into practice in a way that supports those four P’s of creative learning and
opens up those opportunities. We also see this site, this is
not just a site for us at MIT to be sharing our ideas,
although that’s one thing we do. But it’s also with
there’s so much knowledge in the community. Again, one thing that is great about the conference is
that people share ideas with each other, you learn
about what others are doing. And we want this to be the same for people to learn from one another. We just see so many educators doing so many creative
things with Scratch. And we want this to be a place where educators can learn from one another. So we have your various
your videos on here, but educators talking about
the ways that they use Scratch. Let me show a few examples,
talk about the type of ideas and projects and approaches
for introducing Scratch and building on Scratch experiences. So the first example
actually highlights someone who’s now a graduate student in our group, our group to Lisa Trap, but she’d been a high school computer science teacher before coming. She’s talking here about some of the ways that she used Scratch in
her high school class. So let me, I’ll play this now. I’ll talk a little bit more about it. – To support student interest,
I allowed my students to work on how to
animations using Scratch. The purpose was for them
to have an opportunity to show people something
that they know how to, instead of just doing
what I tell them to do, they got the opportunity
to choose something that they really like to
do and teach other people. We were also studying
accessibility at the time. So students also had to use text and audio so that others can use
their instructions as well. – I think you know, so
again, Julissa was a school where there was certain expectations about what it is the kids will be learning and also some things in the curriculum that they were gonna
be evaluated based on. I think, initially, it said,
like the number of blocks that you have using blocks from different categories of Scratch. And she didn’t see that
as a meaningful way of engaging kids. So first of all, she started
out building on their interest. She knew her kids loved watching
how to videos on YouTube, she thought, Well, why not use Scratch to make their own how-to videos. So scientists are built on things kids were already interested in. And then doing that she had set up a whole sort of design process,
where they were sort of coming up with ideas, building prototypes, sharing them with
others, getting feedback, revising over time. So as a way for again,
also in the standards was about learning about
the design process. At the end, they would share with others. There were presentation skills that were getting developed. She wanted to make sure that kids did use those blocks from different categories, But you didn’t just say you’re required to blocks
in every categories, but she saw that also by linking how-tos with the accessibility, it was natural kids will start using
things that were both visual and voice and you had
to input sound and text and then voice, so it sort of
had kids doing things across. So it’s but having them
think about their audience as they were doing things,
but also gave them a way of experiencing a
broader range of Scratch. So as a way of bringing together kids building on their interests,
being able to work on things that were personal to them,
but still setting it up in a way that they’re
going to having experiences that cut across the range
of different capabilities in Scratch, learning about
a wide range of things, and also making a
connection to doing things with with an audience in mind. I’ll show next example. Actually, this one comes
from a regular member of the Scratch Conferences
at MIT that we met her there. She’s from Mexico, Lula. And she was teaching
early elementary school, I think this second or third grade. And he was in a unit
where there was studying the life cycle of the butterfly. Of course, that was in the curriculum, there are many ways of studying it. But she integrated Scratch
and robotics in a way to make a richer experience,
to make sure they could engage with the interests of a wide range of kids and make it meaningful to kids. So it’s not just that they brought in and made their own butterfly garden and brought in butterflies,
did observations of the butterflies, but
then use those observations to inform the animations
they did in Scratch. These animation Scratch
informed by the observations. And then they did they use
LEGO WeDo to do robotics, but also lots of craft materials
using familiar materials. I’ll show the video you’ll
see, letting kids use things they’re familiar to them
along with what’s new, and this idea of combining
the physical and the digital. The familiar and the new
is something that I think comes across well in the
work that Lula was doing. – So again, there I think you can see, make a clear connection to the curriculum, but doing in a way that really is aligned with those four P’s to make sure that kids are not just learning about
the science in this case, or about the technology,
but also developing as creative thinkers,
working collaboratively, developing all of those skills
that we see as so essential. I’ll show one final
example that actually comes from some work that another
member of our group, Chimpika Fernando is just doing. She spent some time in Chicago. There’s Chimpika there. This is at a professional
development workshop, she was working with a
collection of schools in the Chicago Public School System. And part of it was doing
professional development with teachers about
introducing Scratch and coding, and make sure it gets introduced in a way that cut across and integrated
into the curriculum. And then teachers did bring
it back into their classrooms and she was working with
them about how to use it, again, to combine with
things you would think they were doing with
sketching the physical world, doing things on the
screen, connecting it to, I think this is a social studies class, where they’re taking
themes from current events and doing things on the screen. But actually, one of the
most interesting things that came out of the Chicago experience over the last few months
was not what’s happening in the classroom, what
happened in the evenings. Chimpika and others setup a series of family creative nights,
where whole families would come together often
in the school gymnasium, and come together parents and
kids and extended families. This is based on some of the
work that a former student in our group, Rick Rose Rocha done with family creative learning. And it ended up being on really popular that in each of the
cases, I think it was done in nine different schools. And 100 or 200 people would come to these. So the school administrators
were struck by this ’cause they just bring in,
ask parents to come in, to be lectured to by the administrators, that doesn’t work very well. But here the families got engaged. You could see mothers work with daughters, fathers work with sons,
parents working together with their kids, grandparents coming in. I did, there’s a grandparent, I always wanna see bottle
here, so it’s clear there’s some really young kids too. So this is for our our new super secret Scratch Junior Junior project that will be unveiled next year. But clearly it was not all
kids just coming into Scratch, but older siblings, younger siblings, and it became a family
experience where they could sort of experience this tech together and to understand together
why these ideas are important. And I do think again, it comes back to the idea of community again. So again, we’ve set up
Scratch an online community, but to us what’s so
important is the community and the world as well. And again, I think a lot of you know that the behind CoderDojos and Code Clubs, that idea of community in
a space is so important, and it’s something to see here too, bring different people
together to learn with and from one another is something
that we see is so central in supporting those four
P’s of creative learning. So I think, for us, it’s
always coming back to this. I didn’t talk today very much about sort of the new
technology we’re working on. But trust me, there’s lots
of new things being worked on and we are excited to talk to
the other sessions about it. And there are lots of members of the team who are doing great work on the design and development of that. But as whether we’re doing
the design of new technologies or design of new outreach, new resources, or outreach projects, all
of those are integrated in a way that are informed
by these four P’s. We’re constantly thinking
whether designing a new block for an extension in Scratch,
or a new physical device to connect a Scratch, or
where they’re designing some new tutorial, video tutorial, or designing a new after school program, we’re always thinking about
how can our design of this be informed by projects,
passion, peers and play?, How can we provide
children with opportunities to work on projects,
based on their passions, in collaboration with
peers in a playful spirit? ‘Cause you know that’s really
the way that we can help kids both be prepared for
an ever changing world, but also have the most
fulfilling and fulfilling life. So again, to end with, you
know, this fork in the road and the crossroads that we’re at. We do see challenges. It’s not easy. I think one thing that’s
clear, it’s been so successful spreading some of the
technology around the world. It’s amazing how, in the last
decade, so many more people are using Scratch and
engaging with coding. But we also know that, although
we see that it’s possible to spread the technology, it’s spreading the educational values and
vision is much, much harder. But in some ways, we see that as one of the biggest
challenges for the decade ahead. And one of the things
that’s most important about conferences like this, so I hope you people can keep this in mind as you spend time in the
conference over the next few days. And as you go, after the conference, to the weeks and months ahead, because there’s a hard
challenge that we face, it’s not easy to support
this type of learning. It’s something that we
really need to turn it into all different types
of people working together, whether it’s the
developers, the educators, the administrators, the policymakers. We all have to unite behind
a new vision of learning where we really value kids
learning to think creatively and developing their creative capacities and develop new ways to support kids. In those efforts, it’s going to take a lot of us working together. Hopefully comments like
this can get to a start. And we can continue to work together to build a movement to really
provide new opportunities so that all kids from all places have the opportunity to
grow up as creative thinkers and be able to be feel full
and active participants in tomorrow’s society. Thanks so much.

Danny Hutson

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