University of Northampton - teaching and researching Blockchain recognition

Taken from: University of Northampton recognised for being one of a handful of institutions teaching and researching Blockchain

The University of Northampton has been recognised as one of only a handful of Higher Education (HE) institutions worldwide which are teaching or carrying out Blockchain research.

Blockchain is a shared, replicated ledger that underpins technology such as cryptocurrency, but also sets out to provide the foundation for the next generation of transactional applications.

Blockchain analyst website Diar has included the University of Northampton in a list of just 28 HE providers that teach aspects of Blockchain and/or conduct research into it.

Northampton does both.

Postgraduate students on the MSc Computing course are taught elements of Blockchain, including a general introduction to the basic concepts, plus coding and programming techniques.

Meanwhile, various Northampton academics, led by Senior Lecturer in Education, Dr Cristina Devecchi,  have collaborated on a Blockchain project to help Syrian refugee children which has been promoted by the United Nations.

Dr Scott Turner, who teaches Blockchain on the MSc Computing course, has also delivered a talk with colleague Ali Al-Sherbaz about the subject to the British Computing Society.

The University’s Vice Chancellor, Professor Nick Petford, said: “It is good to see the work of the University of Northampton recognised as contributing to the academic and practical development of Blockchain.

“The technology offers a new way of looking at old problems with great potential to innovate across a wide range of our research activities from education and humanitarian aid to supply chain management.”

All opinions in this blog are the Author's and should not in any way be seen as reflecting the views of any organisation the Author has any association with. Twitter @scottturneruon

MSc meets Micro:Bit

I have recently been teaching a module on Internet Programming on a MSc Computing programme (see related links), and was looking for a way to introduce a little bit of physical computing to finish of the module - micro:bits offer a route.

So a bit of context; most of the students on the module had first degrees in either networking or software engineering; so before they start the module they are competent in programming with Javascript, HTML, CSS and PHP. Therefore the module looked to develop new areas such as introductory blockchain,  virtual reality via the web (e.g. WebVR), using social media sources; but lastly looking at physical computing leading to an insight into the Internet of Things (IoT). As part of this last topic gaining some experience of programming and very simple networking was looked at using the micro:bit.

An activity was produced where:

• they, in pairs, initially replicate some code and work out how it worked;
• they then took the code and experimented with their own ideas.

In all cases they had to produce something that allowed doing something on one micro:bit, caused another micro:bit to do something in response.

Initially, javascript blocks (as above) were used and some students stuck with the graphical blocks, others moved into the text-based version. As far as the activity went it didn't matter; the main goals were to see the programming of a physical device via a web interface; to break a little mystique that it is as ways much harder to program physical devices and to get a bit of very simple networking going on.

Many of the students, started to investigate getting sounds to play on headphones and getting one micro:bit to trigger the other to play. One group went and started playing with python. 

Reflection bit - If I had similar, competent group again I would start this earlier; the level of engagement seemed high and the activities could then start developing towards IoT. Though, I admit to a bias for physical computing, it is appropriate in HE teaching; even using tools primarily designed for schools like the micro:bit.


Related Links
MSc Computing
MSc Computing (Computer Network Engineering)
MSc Computing (Software Engineering)



All opinions in this blog are the Author's and should not in any way be seen as reflecting the views of any organisation the Author has any association with. Twitter @scottturneruon

Be an Unplugged Computing Artist

A recently released book Teaching Computing Unplugged in Primary Schools  edited by Helen Caldwell (University of Northampton) and Neil Smith (Open University) has a number of interesting chapters by authors who are passionate about how computing is taught in schools. The central theme is unplugged activities, without using computers, but still teach the fundamental of computational thinking.

Ok, confession time. I co-wrote, along with Katharine Childs (Code Club), Chapter 3 Artists so I am biased here, but I believe in the central theme of Unplugged Computing. Computing, and Computational Thinking in general,  is not just about programming and using a computer (though using computers and  programming are vitally important to Computing) but it is also about many other things including problem-solving, being creative and working collaboratively.

Chapter 3 is about linking these computational thinking ideas to produce visual art, by applying computing principles including  repetition, following and refining algorithms, and abstraction. The chapter also looks, how these links have already being made, with examples such Sol Le Witt where not all the work that was produced by the artist himself, but some by others following his written instructions - in other words an algorithm. An example activity is shown below (named after my son who was the first to play it).

Thomas’ Tangles

Exploring abstract patterns using randomness within an algorithm.

Using crayons, pencils or pens, we are going to follow an algorithm to create a random drawing. This could be done in pairs and you will need squared paper.

Person A: Rolls the dice and reads out the instructions.

Person B: Is the ‘robot' carrying out the instructions.

When the starting or central square is blocked and a new central square is needed the roles of A and B swap (so A is the ‘robot’ and B rolls the dice and reads out the instruction). The roles keep swapping.

Algorithm

Start from a random square – call it the centre square

Repeat until end of game

If die roll = 1

Roll die for number of moves

Check for blocks

If not blocked then

move die roll number of steps up the page

If die roll = 2

Roll die for number of moves

Check for blocks

If not blocked then

move die roll number of steps down the page

If die roll = 3

Roll die for number of moves

Check for blocks

If not blocked then

move die roll number of steps to the left

If die roll = 4

Roll die for number of moves

Check for blocks

If not blocked then

move die roll number of steps to the right

If die roll = 5

Roll die

If die = 1 change colour to Red

If die = 2 change colour to Blue

If die = 3 change colour to Black

If die = 4 change colour to Red

If die = 5 change colour to Orange

If die = 6 change colour to Yellow

If die roll = 6

Return to current centre square

Check for blocks:

If pathway blocked do not move then

reroll die

If number of spaces in the direction > die roll then

move until blocked

If all pathways blocked then

choose a new centre square

The other chapters make links with areas such as Robots, Musicians, Explorers, Magicians, Gamers, Cooks and Scientists.


References

Barr, D., Harrion, J., and Conery, L. (2011) Computational Thinking: A Digital Age Skill for Everyone Leading and Learning with Technology, ISTE, March/April 2011 [accessed via http://www.csta.acm.org/Curriculum/sub/CurrFiles/LLCTArticle.pdf on 26/12/2015]

Barr, V. and Stephenson, C. (2011) Bringing Computational Thinking to K-12, ACM Inroads, Vol 2. No 1, pp 48 - 54 [accessed via http://csta.acm.org/Curriculum/sub/CurrFiles/BarrStephensonInroadsArticle.pdf on 26/12/2015] https://doi.org/10.1145/1929887.1929905

Computing at School (2013) Computing in the National Curriculum: A guide for primary teachers [accessed via http://www.computingatschool.org.uk/data/uploads/CASPrimaryComputing.pdf on 13/3/2016]

Denning, Peter J. (2009) Beyond Computational Thinking, Communications of the ACM Vol 52, Issue 6, pp 28 - 30 [accessed via http://sgd.cs.colorado.edu/wiki/images/7/71/Denning.pdf on 26/12/2015]

DfE: Department for Education (2013) National Curriculum in England: computing programmes of study

Freedman, J. (2015) Cycloid Drawing Machine [online] URL: https://www.kickstarter.com/projects/1765367532/cycloid-drawing-machine accessed on 3/3/2016.

Google. 2016 Project Jacquard [online] URL: https://www.google.com/atap/project-jacquard/ accesed on:1/3/2016.

Knuth, D. 1968. Preface, The Art of Programming vol 1., Boston: Addison-Wesley.

Knuth, D. 1996. Foreword. In: Petkovsek, M., Wilf, H., Zeilberger, D. A=B.. Natick: A K Peters/CRC Press, vii.

Koetsier, T., 2001. On the prehistory of programmable machines: Musical automata, looms, calculators. Mechanism and Machine Theory, 36(5), 589-603. https://doi.org/10.1016/S0094-114X(01)00005-2

Menegus, B (2016) CDMS: Built with Processing [online] URL: http://wheelof.com/sketch/ accessed on 4/3/2016

MoMA. 2012. MoMA| Video Games [online] URL: http://www.moma.org/explore/inside_out/2012/11/29/video-games-14-in-the-collection-for-starters/ accessed on: 1/3/2016.

Papert, S (1993) The children's machine: Rethinking schools in the age of the computer. New York: Basic books

Pearson M (2011) Generative Art: A practical guide using Processing, New York: Manning, 3-12

Selby, C. and Woollard, J. (2013) Computational thinking: the developing definition University of Southampton [accessed via http://eprints.soton.ac.uk/356481/7/Selby_Woollard_bg_soton_eprints.pdf on 26/12/2015]

The Art Story (2016) Sol LeWitt [online] http://www.theartstory.org/artist-lewitt-sol.htm accessed on: 6/3/2016

Wing, J. (2006) Computational Thinking Communications of the ACM Vol 49 pp 33 - 35 [accessed via https://www.cs.cmu.edu/~15110-s13/Wing06-ct.pdf on 26/12/2015] https://doi.org/10.1145/1118178.1118215

Wing, J. (2011) Computational Thinking - What and Why The Link - News from the School of Computer Science, Issue 6.0, Spring 2011 [accessed via http://www.cs.cmu.edu/sites/default/files/11-399_The_Link_Newsletter-3.pdf on 26/12/2015]

Liukas L (2015) Activity 7 The Robots Hello Ruby - Adventures in Coding, New York: Feiwel and Friends, 94-97.

Schofield, S (2016) Generative Artworks [online] URL: http://www.simonschofield.net

Turner S (2016) 3 'Art' Scratch Projects [online] URL: http://compuationalthinking.blogspot.co.uk/2016/03/3-of-my-scratch-projects-for-week.html accessed on: 12/3/2016.

All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with. Twitter: @scottturneruonAll opinions in this blog are the Author's and should not in any way be seen as reflecting the views of any organisation the Author has any association with. Twitter @scottturneruon

Playing with Smurf the Robot

Experimenting with an Aldebaran NAO robot - nicknamed Smurf - to get the robot to deliver a short welcome. The video below show the robot being simulated using the code in figure 1 and then shows the 'Smurf' actually carrying out the routine (the bottom video show this bit without the simulator). The only difference in the code on the simulator and the one running on the actual robot was an extra command was added at the start of the one on the robot to only start when the top of the head is tapped.

figure 1. Choregraphe program for the routine.

All opinions in this blog are the Author's and should not in any way be seen as reflecting the views of any organisation the Author has any association with.

Ramblings about Social Robotics in Schools

Sometimes what I do as job can have some major personal pluses (I get to play with robots some of the time), one of these has been the opportunity to introduce people to social robots, and recently I have been lucky enough to managed to do this four times-  twice to my own computing students, but also to groups of primary school children in two events (see below). 

Apart from it's what I enjoyed doing; the social robots we are starting to see are great, but there is so much more that could be done. Who is going to develop this - possibly one of these children? Why not? It has taken nearly 40 years to get from R2D2 on the screen to some of the social robots we are seeing launched now, in another 40 years we might have something as bright as R2D2 (R2D2 was always brighter than C3PO). Why wouldn't one or more of these bright children or one of the students I teach, be the ones to contribute to this? They have the enthusiasm, with the changes in the National Curriculum in the UK they are developing some of the skills and asking the questions. Look at the work that work being done by Pi Foundation, the CamJam EduKit 3 robot kit (http://camjam.me/?page_id=1035) and especially products such as the OhBot (see bottom of the post for details of this robot) as just as a few examples of how this is being developed.



Event 1.

In an in-reach STEAM activity day I have had the opportunity to show off two NAO robots in action to a group of 8-years olds. As well presenting a short presentation on social robots (see below). By the way Red and Smurf are the nicknames for the two robots.

Meeting our robots at our #science day for girls pic.twitter.com/0XwllXL40s

— Chris Fidler (@Chris_UNPR) March 3, 2016

Meet Smurf and Red at Girls S.T.E.A.M. @UniNorthants @scottturneruon @Changemaker_Hub @nick_petford pic.twitter.com/ZMt07ZrSVh

— STEM at UN (@STEMatUN) March 3, 2016

Buddy will be in homes soon Girls into S.T.E.A.M. @scottturneruon @UniNorthants @Changemaker_Hub pic.twitter.com/1jIsU8IKon

— STEM at UN (@STEMatUN) March 3, 2016

Event 2. 

A talk on Social Robotics (with a little help from a Red friend) to an audience of primary school children as part of Lab_13's Lectures at Wollaston School, Northamptonshire. 

Red performed, walking with three of the children and the presentation included discussion about the robots JIBO and Buddy that are expected this year. 

Red @NaoRobot from @UniNorthants @UoNComputing of to Wollaston School for @Lab_13Irchester lecture @STEMatUN pic.twitter.com/IF4HTVyYa1

— Scott Turner (@scottturneruon) March 18, 2016

Social robots meet red and smurf from Scott Turner

Changes need to the presentation

A change I would like to make is to bring along an OhBot (a bit like the one in the video below) as well as including OhBot in the revised presentation slides.

 



All opinions in this blog are the Author's and should not in any way be seen as reflecting the views of any organisation the Author has any association with.

Northamptonshire Raspberry Jam - 16th April 2016

 PiJam event on Saturday 16th April 2016, in Newton Building, University of Northampton, NN2 6JB.

This is a free event, open to those who either want to found out more about the Raspberry Pi; want to share with others what they have done with the Pi; or just want to talk with others about them. Most of all (I hope) to have some fun.

The event has been supported by the University of Northampton providing the rooms.

Tickets (Free) are available at: https://www.eventbrite.com/e/northamptonshire-raspberry-jam-tickets-20886649531

Examples of possible 'show and tell ' items include:

-Minecraft running on a Raspberry Pi with movement controlled with gesture control of an Star Wars styled X-Wing

- Raspberry Pi controlling a 'junk robot'

More updates to follow. 

Tickets (Free) are available at: https://www.eventbrite.com/e/northamptonshire-raspberry-jam-tickets-20886649531


All opinions in this blog are the Author's and should not in any way be seen as reflecting the views of any organisation the Author has any association with.