All programming workshops will use the same warm up, linked below.

All programming workshops will use the same warm up, linked below. While the robot uses the Arduino programming language, the programming warm-up uses JavaScript. It is still highly recommended to go through the warm-up since the concepts demonstrated map very well across languages.

All programming workshops will use the same warm up, linked below. This warm-up uses the JavaScript programming language, which applies to the web application component of the IoT project. The IoT board uses the Arduino language. While the syntax for Arduino will be different, there are still many similar programming concepts.

to register for the workshops.

If you have questions or want more guidance on how to proceed, please contact Vicki Daugherty at vdaugher@iupui.edu.

Welcome 👋

Programming Workshop Sequence (June 7 - 11, 2021)

This workshop is largely asynchronous, providing you flexibility to complete things on a schedule that works for you. Below you will find the sequence of events and videos for the workshop. Notice the two live Zoom sessions on Monday at 1:00 pm and Wednesday at 11:30 am. Otherwise we will use Slack for discussions and impromptu Zoom meetings as needed. Please don't hesitate posting a message on Slack for help.

Workshop Resources

• Slack Channel: #ws-programming-trivia in the CxD 2021 Slack Workspace

• Documentation Link: Trivia Code Reference and Tutorial

• Programming Platform: is the recommended programming platform

• Zoom Video Conferences: Link will be provided on Slack

• Recommended Programming Supplements: Listed in the Trivia Code Reference doc 👉.

Agenda (1 hour)

• Welcome

• Quick Survey

• Introductions

• Review of Workshop Format and Sequence

• Key Pointers

  • Sharing Code via Slack

  • Feel Free to Use Video Too

  • Look for Patterns and Analogies You Can Identify With

• Information on School of Informatics and Computing Degrees

• Open Discussion and Wrap Up

Agenda (1 hour)

• Welcome

• Quick Survey

• Review Instructions for Final Deliverables

• Discuss Progress and Concerns Identified During the Week

  • TBD

  • TBD

• Open Discussion and Wrap Up

Here you will find various insights from teachers and programmers on how to approach teaching in computer science and a project-based perspective. Borrow, adapt and curate the ideas presented to help you develop your unique approach. Don't hesitate asking question in Slack on any of these ideas.

Angela Jones

Angela is the CT Instructional Coach at Arsenal Tech High School in Indianapolis and an experienced Computing by Design teacher as part of the iDEW program.

On Enjoying the Journey

Luke Jones

On Developing Content Knowledge

On Managing Student Success

Matthew Baron

On Scaffolding and Scrum

Travis Faas

On Practical Approaches to Programming for Beginners

Agenda (1 hour)

• Welcome

• Quick Survey

• Review Instructions for Final Deliverables

• Discuss Progress and Concerns Identified During the Week

  • TBD

  • TBD

• Open Discussion and Wrap Up

Agenda (1 hour)

• Welcome

• Quick Survey

• Introductions

• Review of Workshop Format and Sequence

• Key Pointers

  • Sharing Code via Slack

  • Feel Free to Use Video Too

  • Look for Patterns and Analogies You Can Identify With

• Information on School of Informatics and Computing Degrees

• Open Discussion and Wrap Up

Agenda (1 hour)

• Welcome

• Quick Survey

• Review Instructions for Final Deliverables

• Discuss Progress and Concerns Identified During the Week

  • TBD

  • TBD

• Open Discussion and Wrap Up

Agenda (1 hour)

• Welcome

• Quick Survey

• Review Instructions for Final Deliverables

• Discuss Progress and Concerns Identified During the Week

  • TBD

  • TBD

• Open Discussion and Wrap Up

These six workshops will run concurrently for one week, June 7 -11. If you intend to teach a full year course, we recommend you choose two programming workshops during this week.

Build a trivia game using HTML/CSS/JavaScript with a question and answers database managed in a spreadsheet. We highly recommend the trivia app for the first time experience with Computing by Design projects. Recommended for Grades 6-12.

Create a chatbot script with decision logic to interact with visitors in a browser. Customize the visual experience and connect it to a back-end database using a spreadsheet. Recommended for Grades 6-12.

Assemble and program a wheeled robot that can respond to the environment through various sensors. Recommended for Grades 6-12.

Now that you have experience with programming for this project...

• Consider how you will approach classroom management when students are completing a tutorial like this one.

  • What will be your expectations?

  • How much will be individual work versus team work?

This workshop is largely asynchronous, providing you flexibility to complete things on a schedule that works for you. Below you will find the sequence of events and videos for the workshop. Notice the two live Zoom sessions on Monday at 1:00 pm and Wednesday at 1:00 pm. Otherwise we will use Slack for discussions and impromptu Zoom meetings as needed. Please don't hesitate posting a message on Slack for help.

• Slack Channel: #ws-programming-chatbot in the CxD 2021 Slack Workspace

• Documentation Link:

• Welcome and Introductions

• Quick Survey

• Review of Workshop Format and Sequence

For the programming workshops we simply request that you submit the following two items.

1. A link to your working code (e.g. replit.com) that demonstrates completion and customization of tutorial material.

2. A summary of your classroom plan

   • Consider how you will approach classroom management when students are completing a tutorial like this one.

This workshop is largely asynchronous, providing you flexibility to complete things on a schedule that works for you. Below you will find the sequence of events and videos for the workshop. Notice the two live Zoom sessions on Monday at 2:30 pm and Thursday at 11:30 am. Otherwise we will use Slack for discussions and impromptu Zoom meetings as needed. Please don't hesitate posting a message on Slack for help.

• Slack Channel: #ws-programming-robot in the CxD 2021 Slack Workspace

• Documentation Link:

This workshop is largely asynchronous, providing you flexibility to complete things on a schedule that works for you. Below you will find the sequence of events and videos for the workshop. Notice the two live Zoom sessions on Monday at 2:30 pm and Thursday at 1:00 pm. Otherwise we will use Slack for discussions and impromptu Zoom meetings as needed. Please don't hesitate posting a message on Slack for help.

• Slack Channel: #ws-programming-video-game in the CxD 2021 Slack Workspace

• Documentation Link:

• Welcome

• Quick Survey

• Introductions

Here you will find various insights from teachers and programmers on how to approach teaching in computer science and a project-based perspective. Borrow, adapt and curate the ideas presented to help you develop your unique approach. Don't hesitate asking question in Slack on any of these ideas.

Angela is the CT Instructional Coach at Arsenal Tech High School in Indianapolis and an experienced Computing by Design teacher as part of the iDEW program.

• Welcome and Introductions

• Quick Survey

• Review of Workshop Format and Sequence

All programming workshops will use the same warm up, linked below.

All programming workshops will use the same warm up, linked below.

Welcome to Our 2021 Online Summer Workshop Series!

Customize a path that aligns with your needs in teaching computer science. Computing by Design (CxD) offers an array of professional development opportunities to prepare you for teaching your first CS class, enhancing your current curriculum, or simply incorporating CS principles in another subject. Sign up for one or any combination of workshops.

Enjoy your summer activities while preparing for computer science. All workshops are offered online and are designed to take approximately 2 hours each day (*), providing you flexibility in your summer schedule. You will have constant access to the online material and access to an online Slack community of instructors and fellow teachers. Each week there will be two one-hour Zoom meetings for guest interviews, questions and sharing workshop progress. * The PBLWorks workshop is an exception: It is 3 full days online (synchronous).

Recommended Workshop Pathways 👇

While you can customize which workshops you take, here are a few recommendations to consider if you are unsure where to start. The workshops support grades 6 -12 instruction, except for a few of the programming workshops, which are more appropriate for grades 10-12.

Workshops Schedule Overview

A repository of computer science activities with an emphasis on K-8 coming soon! The first 20 activities will be released by July 2021 with regular additions made through summer 2022. A link to the repository coming soon.

Teachers will be provided stipends on the following schedule each summer.

• $250 dollars per participation in a one-week workshop (Programming WS, PBLWorks WS, Cross-Discipline WS)

• $500 dollars per participation in the two-week Innovation Workshop

The maximum total stipend in a summer workshop series will not exceed $1000 per teachers. In order to receive a stipend for the PBLWorks Workshop the teacher must also participate in at least one other workshop to ensure sufficient coverage of computer science content.

The following are required to receive the stipend for each workshop.

• Participation in all live online sessions for the given workshop

• Participation in the online Slack community

• Complete associated surveys

• Submission of a final deliverable that demonstrates competency in the workshop content

Except where otherwise noted, this work is licensed under a . You are free to use, share, or adapt this material for non-commercial purposes as long as you provide proper attribution and distribute any copies or adaptations under this same license.

Background and Recommended Classroom Approach

Background on Computing by Design Framework

This workshop is focused squarely on the programming component of a CxD Project. For a little bit of background, you will find that the Computing by Design framework is project-centric in the approach.

Each project has three phases, where programming is a very important component of all three. Our Innovation Workshop covers the breadth of the Computing by Design framework. We have found that the programming in any project presents a fine line between a wonderfully empowering experience (when students struggle and get things working) and a sometimes frustrating experience that becomes a missed opportunity. Therefore we are offering these programming workshops to provide a solid foundation on building the applications.

Learning to Program: A Two-Pronged Approach

We encourage you to offer students a two-pronged approach to learning to program. Computing by Design projects provide an "application first" approach to programming where students are provided direct guidance on creating a specific type of application through templates and tutorials -- like with trivia , a chatbot, IoT etc. This approach complements the many great tutorials available online that provide a "concept first" approach by stepping through concepts in programming. Facilitating both approaches for students provides a varied experience -- strengthening knowledge and offering more opportunities to ignite interests.

Getting Started with Slack

Slack will be our primary communication platform for the workshop. The video above provides a brief introduction on the features of Slack, but more help and tutorials can be found at .

Replit is the recommended programming environment for many of our projects. The video above provides a brief introduction on the features of Replit, but more help and tutorials can be found at .

Here you will find various insights from teachers and programmers on how to approach teaching in computer science and a project-based perspective. Borrow, adapt and curate the ideas presented to help you develop your unique approach. Don't hesitate asking question in Slack on any of these ideas.

Angela Jones

Angela is the CT Instructional Coach at Arsenal Tech High School in Indianapolis and an experienced Computing by Design teacher as part of the iDEW program.

On Enjoying the Journey

On the Trivia App Programming

Tinya Fisher

Trivia App - Crossing the Finish Line

Matthew Baron

On Programming and an Approach to the Trivia Project

On Scaffolding and Scrum

Luke Jones

On Developing Content Knowledge

On Managing Student Success

Travis Faas

On Practical Approaches to Programming for Beginners

Background and Recommended Classroom Approach

Background on Computing by Design Framework

This workshop is focused squarely on the programming component of a CxD Project. For a little bit of background, you will find that the Computing by Design framework is project-centric in the approach.

Each project has three phases, where programming is a very important component of all three. Our Innovation Workshop covers the breadth of the Computing by Design framework. We have found that the programming in any project presents a fine line between a wonderfully empowering experience (when students struggle and get things working) and a sometimes frustrating experience that becomes a missed opportunity. Therefore we are offering these programming workshops to provide a solid foundation on building the applications.

Learning to Program: A Two-Pronged Approach

We encourage you to offer students a two-pronged approach to learning to program. Computing by Design projects provide an "application first" approach to programming where students are provided direct guidance on creating a specific type of application through templates and tutorials -- like with trivia , a chatbot, IoT etc. This approach complements the many great tutorials available online that provide a "concept first" approach by stepping through concepts in programming. Facilitating both approaches for students provides a varied experience -- strengthening knowledge and offering more opportunities to ignite interests.

Getting Started with Slack

Slack will be our primary communication platform for the workshop. The video above provides a brief introduction on the features of Slack, but more help and tutorials can be found at .

Replit is the recommended programming environment for many of our projects. The video above provides a brief introduction on the features of Replit, but more help and tutorials can be found at .

👉 As you work through the following activities don't hesitate posting questions on Slack (#ws-programming-chatbot) and include a link to your replit when needed.

For the chatbot programming workshop we will focus on completing the code-specific portions (direct links below) of the warm-up project in the chatbot documentation. While you may want to review the full instructions of the warm-up project for context, the items below are specific to the programming. As always, don't hesitate using our Slack channel to ask questions or share progress.

1 Get Started with the Chatbot Template in Replit

You will find a short video included to help get the template up and running.

2 Complete

A video is included to get you started with the instructions.

3 Apply at Least Five Code Modifications

This is where you want to dig deep and consider the many ways students may want to program the chatbot and how you will help support them. A short video demonstrates how you can get started with making a modification. You are not limited to these modifications.

★ We also encourage you to come up with new modifications and share your work (or roadblocks) on Slack.

Planning for Student Success

Now that you have experience with programming for this project...

• Consider how you will approach classroom management when students are completing a tutorial like this one.

  • What will be your expectations?

  • How much will be individual work versus team work?

  • Will you assign any code champions to help you support students with questions?

• How will you supplement it with other programming content or experiences?

  • Will you use any online tutorials?

  • Will you supplement with any CS unplugged activities?

  • Will you create any custom programming exercises yourself?

If you are participating in the you will consider similar questions for broader project activities.

Here you will find various insights from teachers and programmers on how to approach teaching in computer science and a project-based perspective. Borrow, adapt and curate the ideas presented to help you develop your unique approach. Don't hesitate asking question in Slack on any of these ideas.

Dylan Follett

Dylan is a computer science teacher at the McKenzie Center for Innovation & Technology at the Metropolitan School District of Lawrence Township in Indianapolis.

Programming with the Arduino Desktop

Angela Jones

Angela is the CT Instructional Coach at Arsenal Tech High School in Indianapolis and an experienced Computing by Design teacher as part of the iDEW program.

On Enjoying the Journey

Luke Jones

On Developing Content Knowledge

On Managing Student Success

Matthew Baron

On Scaffolding and Scrum

Travis Faas

On Practical Approaches to Programming for Beginners

👉 As you work through the following activities don't hesitate posting questions on Slack (#ws-programming-robot) and include a link to your Arduino code when needed (or even a short video).

1 Complete Tutorials A & B to Get Started with the Robot

2 Complete Tutorials C, D & E to Practice Three Key Modes of Operation

Optional: Learn How to Program for More Scenarios

Planning for Student Success

Now that you have experience with programming for this project...

• Consider how you will approach classroom management when students are completing a tutorial like this one.

  • What will be your expectations?

  • How much will be individual work versus team work?

  • Will you assign any code champions to help you support students with questions?

• How will you supplement it with other programming content or experiences?

  • Will you use any online tutorials?

  • Will you supplement with any CS unplugged activities?

  • Will you create any custom programming exercises yourself?

If you are participating in the you will consider similar questions for broader project activities.

Here you will find various insights from teachers and programmers on how to approach teaching in computer science and a project-based perspective. Borrow, adapt and curate the ideas presented to help you develop your unique approach. Don't hesitate asking question in Slack on any of these ideas.

Travis Faas

On Practical Approaches to Programming for Beginners

On Phaser and Game Development

Angela Jones

Angela is the CT Instructional Coach at Arsenal Tech High School in Indianapolis and an experienced Computing by Design teacher as part of the iDEW program.

On Enjoying the Journey

On the Video Game Programming

Luke Jones

On Developing Content Knowledge

On Managing Student Success

Matthew Baron

On Scaffolding and Scrum

👉 As you work through the following activities don't hesitate posting questions on Slack (#ws-programming-video-game) and include a link to your Replit code when needed (or even a short video).

1 Complete the Hello Phaser Tutorial to Get Started

2 Complete the Matching Game Tutorial to Understand Some Key Concepts in Programming with Phaser

3 Complete One (or Both) of the Following Game Tutorials

Planning for Student Success

Now that you have experience with programming for this project...

• Consider how you will approach classroom management when students are completing a tutorial like this one.

  • What will be your expectations?

  • How much will be individual work versus team work?

  • Will you assign any code champions to help you support students with questions?

• How will you supplement it with other programming content or experiences?

  • Will you use any online tutorials?

  • Will you supplement with any CS unplugged activities?

  • Will you create any custom programming exercises yourself?

If you are participating in the you will consider similar questions for broader project activities.

Jim Lyst

Faculty at the School of Informatics and Computing at IUPUI

Drawing on 15 years of industry experience as an engineer and designer, plus over 10 years of teaching experience, Jim focuses on enhancing the continuity between learning experiences and industry practices to provide students a clear path to impactful work in STEM fields. He is a key contributor to the Computing by Design framework and project material. https://www.linkedin.com/in/jlyst/

Vicki Daugherty

Program Manager and Diversity Coordinator

Joining IUPUI in 1995, Vicki Daugherty is the program manager for Informatics Diversity Enhanced Workforce (iDEW) and diversity coordinator at the IU School of Informatics and Computing at IUPUI. Computing by Design (CxD) is a product of the iDEW program. https://www.linkedin.com/in/vicki-daugherty-2b86308/

Dr. Mathew Palakal

Senior Executive Associate Dean of School of Informatics and Computing at IUPUI

Dr. Mathew Palakal **is a professor of Informatics in the IU School of Informatics & Computing (SoIC) and Senior Executive Associate Dean of SoIC at IUPUI. His primary research is in artificial intelligence and machine learning. His passion is to bridge the gap of underserved-underrepresented minority populations in the IT workforce. He was a key architect of the Informatics Diversity Enhanced Workforce (iDEW) program that uses the Computing by Design (CxD) curriculum. iDEW was implemented five years ago in three Indianapolis high schools with 70 students, to broaden IT-workforce participation. Nearly 1,700 students have taken CxD courses in 100 classes at eight high schools to date. The iDEW program has received +$2.1 million in corporate/foundation funding, and a Skill-Up grant from the Indiana Dept. of Workforce Development.

Dylan is a computer science teacher at the McKenzie Center for Innovation & Technology at the Metropolitan School District of Lawrence Township in Indianapolis.

Angela is the CT Instructional Coach at Arsenal Tech High School in Indianapolis and an experienced Computing by Design teacher as part of the iDEW program.

Agenda (1 hour)

• Welcome and Introductions

• Quick Survey

• Review of Workshop Format and Sequence

• Key Pointers

  • Sharing Code via Slack

  • Searching the Internet for Code Help

  • Online Tutorials and Other Resources

  • Look for Patterns and Analogies You Can Identify With

• Information on School of Informatics and Computing Degrees

• Open Discussion and Wrap Up

Agenda (1 hour)

• Welcome

• Quick Survey

• Review Instructions for Final Deliverables

• Discuss Progress and Concerns Identified During the Week

  • TBD

  • TBD

• Open Discussion and Wrap Up

Introduction

Prepare for a full-semester PBL experience in computer science engaging the breadth of work in building a product using design, data, and programming.

The Computing by Design Innovation Workshop will cover the development of computer science projects through a three-phase process that goes from researching a problem, building a solution, and evaluating the solution. The project framework and prepared material will provide the guidance needed to plan a semester experience regardless of which technology the project employs. The online workshops will be largely conducted asynchronously with two live meetings scheduled.

Agenda (1 hour)

• Welcome

• Quick Survey

• Review Instructions for Final Deliverables

• Discuss Progress and Concerns Identified During the Week

  • TBD

  • TBD

• Open Discussion and Wrap Up

Link to the Computing by Design guidebook listing for all projects 👇

Templates and Additional Project Material

Focus on the classroom management practices and assessment strategies for project-based learning.

In partnership with PBLWorks, a full three-day online workshop (PBL 101) will be offered to prepare you with classroom management and project assessment strategies. The workshop will be offered June 28 - 30. More information on the PBL 101 Workshop can be found here.

The PBLWorks workshop will be consistent with a computer science centric approach in project-based learning, applying techniques common in computer science disciplines and standards related to problem-solving with data, design, and programming.

Each programming workshop has a final deliverable, due by June 14, consisting of a working code example with enhancements and a custom checklist for facilitating programming in the classroom.

For each workshop there are two scheduled zoom sessions. A zoom link will be added as the workshops approach.

This workshop is focused squarely on the programming component of a CxD Project. For a little bit of background, you will find that the Computing by Design framework is project-centric in the approach.

Each project has three phases, where programming is a very important component of all three. Our covers the breadth of the Computing by Design framework. We have found that the programming in any project presents a fine line between a wonderfully empowering experience (when students struggle and get things working) and a sometimes frustrating experience that becomes a missed opportunity. Therefore we are offering these programming workshops to provide a solid foundation on building the applications.

We encourage you to offer students a two-pronged approach to learning to program. Computing by Design projects provide an "application first" approach to programming where students are provided direct guidance on creating a specific type of application through templates and tutorials -- like with trivia , a chatbot, IoT etc. This approach complements the many great tutorials available online that provide a "concept first" approach by stepping through concepts in programming. Facilitating both approaches for students provides a varied experience -- strengthening knowledge and offering more opportunities to ignite interests.

For the programming workshops we simply request that you submit the following two items.

1. A link to your working code (e.g. replit.com) that demonstrates completion and customization of tutorial material.

2. A summary of your classroom plan

   • Consider how you will approach classroom management when students are completing a tutorial like this one.

For the programming workshops we simply request that you submit the following two items.

1. A link to your working code (e.g. replit.com) that demonstrates completion and customization of tutorial material.

2. A summary of your classroom plan

   • Consider how you will approach classroom management when students are completing a tutorial like this one.

Here you will find various insights from teachers and programmers on how to approach teaching in computer science and a project-based perspective. Borrow, adapt and curate the ideas presented to help you develop your unique approach. Don't hesitate asking question in Slack on any of these ideas.

Angela is the CT Instructional Coach at Arsenal Tech High School in Indianapolis and an experienced Computing by Design teacher as part of the iDEW program.

For the programming workshops we simply request that you submit the following two items.

1. A link to your working code (e.g. replit.com) that demonstrates completion and customization of tutorial material.

2. A summary of your classroom plan

   • Consider how you will approach classroom management when students are completing a tutorial like this one.

For the programming workshops we simply request that you submit the following two items.

1. A link to your working code (e.g. Arduino browser editor) that demonstrates completion and customization of tutorial material.

2. A summary of your classroom plan

   • Consider how you will approach classroom management when students are completing a tutorial like this one.

While the project guide, linked below, can be used as-is in your classroom, you will likely want to adapt the instructions to meet the specific needs of your course context and objectives. Feel free to use any portion of the material in your own documentation.

1. Attend the live Zoom session on Monday July 12, 2:30 pm - 3:30 pm EDT ⏰ The Zoom link will be provided in Slack.

2. Follow the project guide and complete an example project to meet your student expectations, as you construct any adapted project instructions documents you will use for your course. Use our Slack channel #cross-chart-data to post questions/answers, to share things you have created or to share additional resources you have found.

While the project guide, linked below, can be used as-is in your classroom, you will likely want to adapt the instructions to meet the specific needs of your course context and objectives. Feel free to use any portion of the material in your own documentation.

1. Attend the live Zoom session on Monday July 12, 2:30 pm - 3:30 pm EDT ⏰ The Zoom link will be provided in Slack.

2. Follow the project guide and complete an example project to meet your student expectations, as you construct any adapted project instructions documents you will use for your course. Use our Slack channel #cross-natural-language to post questions/answers, to share things you have created or to share additional resources you have found.

While the project guide, linked below, can be used as-is in your classroom, you will likely want to adapt the instructions to meet the specific needs of your course context and objectives. Feel free to use any portion of the material in your own documentation.

1. Attend the live Zoom session on Monday July 12, 1:00 pm - 2:00 pm EDT ⏰ The Zoom link will be provided in Slack.

2. Follow the project guide and complete an example project to meet your student expectations, as you construct any adapted project instructions documents you will use for your course. Use our Slack channel #cross-product-eval to post questions/answers, to share things you have created or to share additional resources you have found.

While the project guide, linked below, can be used as-is in your classroom, you will likely want to adapt the instructions to meet the specific needs of your course context and objectives. Feel free to use any portion of the material in your own documentation.

1. Attend the live Zoom session on Monday July 12, 1:00 pm - 2:00 pm EDT ⏰ The Zoom link will be provided in Slack.

2. Follow the project guide and complete an example project to meet your student expectations, as you construct any adapted project instructions documents you will use for your course. Use our Slack channel #cross-propose-solutions to post questions/answers, to share things you have created or to share additional resources you have found.

This workshop is largely asynchronous, providing you flexibility to complete things on a schedule that works for you. Below you will find the sequence of events and videos for the workshop. Notice the two live Zoom sessions on Monday at 2:30 pm and Thursday at 2:30 pm. Otherwise we will use Slack for discussions and impromptu Zoom meetings as needed. Please don't hesitate posting a message on Slack for help.

• Slack Channel: #ws-programming-iot in the CxD 2021 Slack Workspace

• Documentation Link:

While the project guide, linked below, can be used as-is in your classroom, you will likely want to adapt the instructions to meet the specific needs of your course context and objectives. Feel free to use any portion of the material in your own documentation.

1. Attend the live Zoom session on Monday July 12, 1:00 pm - 2:00 pm EDT ⏰ The Zoom link will be provided in Slack.

2. Follow the project guide and complete an example project to meet your student expectations, as you construct any adapted project instructions documents you will use for your course. Use our Slack channel #cross-sketch-prototype to post questions/answers, to share things you have created or to share additional resources you have found.

Background and Recommended Classroom Approach

Background on Computing by Design Framework

This workshop is focused squarely on the programming component of a CxD Project. For a little bit of background, you will find that the Computing by Design framework is project-centric in the approach.

Each project has three phases, where programming is a very important component of all three. Our Innovation Workshop covers the breadth of the Computing by Design framework. We have found that the programming in any project presents a fine line between a wonderfully empowering experience (when students struggle and get things working) and a sometimes frustrating experience that becomes a missed opportunity. Therefore we are offering these programming workshops to provide a solid foundation on building the applications.

Learning to Program: A Two-Pronged Approach

We encourage you to offer students a two-pronged approach to learning to program. Computing by Design projects provide an "application first" approach to programming where students are provided direct guidance on creating a specific type of application through templates and tutorials -- like with trivia , a chatbot, IoT etc. This approach complements the many great tutorials available online that provide a "concept first" approach by stepping through concepts in programming. Facilitating both approaches for students provides a varied experience -- strengthening knowledge and offering more opportunities to ignite interests.

Getting Started with Slack

Slack will be our primary communication platform for the workshop. The video above provides a brief introduction on the features of Slack, but more help and tutorials can be found at .

Replit is the recommended programming environment for many of our projects. The video above provides a brief introduction on the features of Replit, but more help and tutorials can be found at .

Background and Recommended Classroom Approach

Background on Computing by Design Framework

This workshop is focused squarely on the programming component of a CxD Project. For a little bit of background, you will find that the Computing by Design framework is project-centric in the approach.

Each project has three phases, where programming is a very important component of all three. Our Innovation Workshop covers the breadth of the Computing by Design framework. We have found that the programming in any project presents a fine line between a wonderfully empowering experience (when students struggle and get things working) and a sometimes frustrating experience that becomes a missed opportunity. Therefore we are offering these programming workshops to provide a solid foundation on building the applications.

Learning to Program: A Two-Pronged Approach

We encourage you to offer students a two-pronged approach to learning to program. Computing by Design projects provide an "application first" approach to programming where students are provided direct guidance on creating a specific type of application through templates and tutorials -- like with trivia , a chatbot, IoT etc. This approach complements the many great tutorials available online that provide a "concept first" approach by stepping through concepts in programming. Facilitating both approaches for students provides a varied experience -- strengthening knowledge and offering more opportunities to ignite interests.

Getting Started with Slack

Slack will be our primary communication platform for the workshop. The video above provides a brief introduction on the features of Slack, but more help and tutorials can be found at .

Replit is the recommended programming environment for many of our projects. The video above provides a brief introduction on the features of Replit, but more help and tutorials can be found at .

Welcome 👋

Programming Workshop Sequence (June 7 - 11, 2021)

This workshop is largely asynchronous, providing you flexibility to complete things on a schedule that works for you. Below you will find the sequence of events and videos for the workshop. Notice the two live Zoom sessions on Monday at 1 pm and Wednesday at 2:30 pm. Otherwise we will use Slack for discussions and impromptu Zoom meetings as needed. Please don't hesitate posting a message on Slack for help.

Workshop Resources

• Slack Channel: #ws-programming-data-viz in the CxD 2021 Slack Workspace

• Documentation Link: Data Visualization Programming Exercises

• Spreadsheets: Our examples will use Google Sheets

• Python: We will use Google Colab to create a Python notebook in Google Drive.

• Web Programming (HTML/CSS/JS): is the recommended programming platform for web programming.

• Zoom Video Conferences: A link will be provided on Slack

• Recommended Programming Supplements: See the Skill Building section of

Instructions

In this workshop we want to provide the resources and help you need to prepare a classroom plan for teaching computer science in the coming year. Whether you are intending to run a single project as the main activity for a semester or inject a smaller project within another instructional context, you can use this template as a starting point. You may also want to use (or borrow ideas from) the PBLWorks project planner.

If you are going to use a CxD project guidebook, a lot of the details are already prepared, but you definitely want to formulate the big-picture plan on you will facilitate the course in your context. Ultimately, make the project/course plan work for you and include the level of detail you need. We hope these resources are good starting points.

A Few Notes:

• While your plan may not be complete and require more development this summer, provide enough detail to express the key elements of your plan that enables some discussion with others.

• We understand that you may choose to use other CS material at varying degrees with the CxD material or another PBL experience to fit your students' needs. Please share that as part of your plan, as it doesn't need to be solely based on CxD material.

• Even if you are not offering a CS course this fall, please post an outline of how you might facilitate a class in the future.

Please consider sharing you plans and artifacts on Slack. Sharing your work with other workshop participants in Slack provides an opportunity to get valuable feedback -- and provide others with feedback as well.

Use the link below to submit your classroom plan. A code is needed to submit, which will be provided in Slack and in our Zoom sessions.

Whether you teach math, language arts, history, or computer science – prepare for a short project that intersects computer science with any discipline.

Choose one (or more) of six workshops that introduce you to short projects of approximately 5 to 10 student hours. Each workshop will be offered July 12 - 16. These workshops allow 1) CS teachers that are already skilled in one area of CS to supplement their PBL/CS proficiencies, or 2) non-CS teachers a meaningful way to inject a small CS project into their class.

Welcome and Getting Started

Project Guide

While the project guide, linked below, can be used as-is in your classroom, you will likely want to adapt the instructions to meet the specific needs of your course context and objectives. Feel free to use any portion of the material in your own documentation.

Workshop Agenda

1. Attend the live Zoom session on Monday July 12, 2:30 pm - 3:30 pm EDT ⏰ The Zoom link will be provided in Slack.

2. Follow the project guide and complete an example project to meet your student expectations, as you construct any adapted project instructions documents you will use for your course. Use our Slack channel #cross-flip-card to post questions/answers, to share things you have created or to share additional resources you have found.

3. Attend the live Zoom session on Thursday July 15, 2:30 pm - 3:30 pm EDT ⏰ The same Zoom link will be used for this meeting

4. Continue posting questions and sharing success in Slack #cross-flip-card as you complete your project example and adapted project instructions.

5. Submit your project example and adapted project instructions for the workshop deliverable. 🎉 The link below is for submitting your deliverable by the August 7, 2020 deadline.

Each cross-discipline workshop has a final deliverable, due by July 19, consisting of a completed project example and custom checklist for facilitating the project in class.

For each workshop there are two scheduled zoom sessions. A zoom link will be added as the workshops approach.

This workshop is focused squarely on the programming component of a CxD Project. For a little bit of background, you will find that the Computing by Design framework is project-centric in the approach.

Each project has three phases, where programming is a very important component of all three. Our covers the breadth of the Computing by Design framework. We have found that the programming in any project presents a fine line between a wonderfully empowering experience (when students struggle and get things working) and a sometimes frustrating experience that becomes a missed opportunity. Therefore we are offering these programming workshops to provide a solid foundation on building the applications.

We encourage you to offer students a two-pronged approach to learning to program. Computing by Design projects provide an "application first" approach to programming where students are provided direct guidance on creating a specific type of application through templates and tutorials -- like with trivia , a chatbot, IoT etc. This approach complements the many great tutorials available online that provide a "concept first" approach by stepping through concepts in programming. Facilitating both approaches for students provides a varied experience -- strengthening knowledge and offering more opportunities to ignite interests.

👉 As you work through the following activities don't hesitate posting questions on Slack (#ws-programming-data-viz) and include a link to your Replit code when needed (or even a short video).

For Background: The Project Guidebook

While this workshop is focused on the programming aspect of project, you will want to review the full project guide book below to understand the context.

Three Paths to Visualizations

We offer three paths to work with data and present a visualization, each using a distinct programming language or platform. For your classroom you may choose one path for a single project, all three to provide to facilitate a sequence of projects, or provide students with a choice. Through your own review and work with this material you can determine a best path for your context.

Complete the web app sequence at a minimum, and then consider reviewing the spreadsheet and python exercises as well.

Now that you have experience with programming for this project...

• Consider how you will approach classroom management when students are completing a tutorial like this one.

  • What will be your expectations?

  • How much will be individual work versus team work?

  • Will you assign any code champions to help you support students with questions?

If you are participating in the you will consider similar questions for broader project activities.

Workshop Final Deliverable

Each workshop cohort has a final deliverable, due by July 12, consisting of a sampling of example student deliverables and a plan outline for facilitating a project in the classroom.

Slack Workspace

We will use the #ws-innovation channel for communication.

Live Zoom Sessions

We will have four one-hour Zoom sessions over our two-week workshop. Choose one of the three cohort schedules that works best for you.

Cohort 1

EVALUATING & REFINING SOLUTIONS

Driving Question for Students: How effective is your solution and how will you improve it?

👉 Check the google drive resources for canvas templates you may want to use.

✓ Pilot Evaluation │ ✓ Final Release Development

Further evaluate the pilot release with stakeholders.

How will students conduct an evaluation of their pilot solution? Who will be participants in the evaluation?

Review the evaluation results and prioritize the fixes and improvements.

What will you require of students regarding the results of the evaluation?

Which CS standards are addressed in the identified activities for the project? 🔗IN CS Standards

GENERAL PURPOSE RESOURCES

• Revisit Dr. Martin-Hammond's Video on Evaluation

How will you expect students to promote their work broadly? How much time will be required to organize an event for student presentations (whether in-person, by live video, or recorded)?

What expectations will you have on the narrative students provide in their presentations and demonstrations, and how will that map to a poster or similar visual?

How and when will you have students prepare a reflection on the project? Will you have students be prepared to share reflections with visitors at an event?

What format will you follow for the final presentation event? Will you ask visitors to judge for some category awards?

How will you encourage students take ownership and pride in their presentations and demonstrations?

The Big Picture

A program can be defined simply as a set of instructions that perform defined tasks, and we can use the diagram below to frame the major components of a program. A program can be written to accept particular inputs, like a mouse click, sound from a microphone, or a reading from a temperature sensor. The same program can handle the storage and retrieval of data, like to do items or historical temperature data. The same program can then output something useful, like a current to do list or move robot wheels. Multiple functions are written to control and process everything towards some useful end, each function handling a particular task.

Programming Languages

This exercise will use JavaScript, the primary programming language for web applications that work in a standard browser. There are many other popular programming languages. A particular language is chosen for implementation based on several factors related to the context of the need. Here are a few you may have heard of -- Python, Java (different from JavaScript!), Arduino, C++ and C#. Note: While HTML and CSS are languages with a defined syntax, they are usually distinguished from programming languages that provide computation and functions.

Let's Program: Variables, Functions, Conditionals, and Objects

This exercise takes a direct approach to prepare you for programming a CxD project by taking an "application first" perspective. We will frame this introduction by creating a simplified To Do Application using Javascript.

First, in our script.js file, let's declare some variables of different data types and set their values.

• todo is a string

• time is a number

• isComplete is a boolean (true or false).

Then we use a built-in function console.log() to display the values.

Here we define a custom function displayTodos(). This allows us to call (or invoke) the function whenever we want.

Here we use a conditional statement (using if/else) to customize the output.

Here we will use a single object variable to hold all the data for a particular to-do item.

Here we will use an array and for-loop to list multiple to-do items. We will ignore the time and completion data for now.

Here we will combine our use of an array with objects. This is the most difficult concept of this exercise and may take some time to digest. But it demonstrates a lot of powerful programming concepts in a very small program. 🚀🚀🚀🚀

That's our warm-up. Whether you found these concepts incredibly difficult or mostly review, please don't hesitate posting questions along with a link to your replit code in our Slack channel for the workshop.

DESIGNING & BUILDING SOLUTIONS

Driving Question for Students: What specific solution will you provide and how will you design and build it?

A Repeating Pattern

Once again, students will apply the analyze, create, and deliver cycle, but with an increased fidelity of the solution. In this phase students will analyze the feedback from the proposal, consider a set of prototypes that define more detail in their solution, and then deliver a specification for further further development — usually to begin the actual programming and building.

"While it does typify the design process as a whole, in practice the elaboration and reduction process must be continuously repeated time and again throughout the course of design. From information architecture, to visual design, to the functional prototype, each stage must be explored in full, then lovingly honed down to a precise solution." - ​Tyler Tate (Concerning Fidelity in Design on UX Booth)

👉 Check the google drive resources for canvas templates you may want to use.

Dr. Martin-Hammond on Evaluation Methods

How many distinct prototypes might you request from students? What tools will students be able to use to create prototypes? How much fidelity (detail) might you require at this stage?

How will students conduct evaluations? Will there be another set of prototypes or will you have students conclude prototyping after one round?

Which CS standards are addressed in the identified activities for the project?

• ​ by Tyler Tate

Will you use a story/feature map? How much detail will you expect from students as they determine what they will program and build? Will they use pseudo-code or another technique to get started?

How do you want students to plan the development? How will they track progress and communicate that to you?

Which CS standards are addressed in the identified activities for the project?

How frequent will the check-ins be? What might trigger an intervention to get teams back on track?

How will the projects be promoted to the broader community? How much time and resources will be dedicated to the promotion?

Which CS standards are addressed in the identified activities for the project?

How will students demonstrate pilot builds — live video, recorded video, or in-person? How will you direct students to prompt for feedback?

Which CS standards are addressed in the identified activities for the project?

Computing by Design (CxD) is a collection of project guidebooks for use in middle school and high school computer science courses. In each project, student teams collaboratively design and build a solution to a problem within a particular context using a specific technology — from chatbots to data visualizations.

For this workshop we will go through the three phases of the while addressing the similarities and differences among the six detailed projects offered. We will discuss how you can adapt the provided project instructions for your context or even substitute another technology within the project framework.

Recall the basic anatomy of a problem discussed earlier...

In this phase students will develop a model of the problem through research and analysis, consider a diverse set of ideas for solving the problem, and then deliver a proposal for further development.

Each project will address the elements in the canvas below, often using very similar methods but adapted for the context.

Here is an example canvas with notes.

How might you define the project challenge? Will it be narrowly scoped or more open? How accessible are stakeholders and the problem context to the students?