Building Coding Skills From Blocks (like Scratch) Into 3D Models With Blockscad3d
Listen and learn : Lecture
Monday, June 24, 9:00–10:00 am
Location: Room 111
Presentation 1 of 0
Dr. Joanne Barrett Reilly Barrett
With a familiar Scratch-like block interface, Blockscad3d allows students to create 3D models that can be 3D printed. Hear how you can implement it into your curriculum.
|Audience:||Curriculum/district specialists, Teachers, Technology coordinators/facilitators|
|Attendee devices:||Devices useful|
|Attendee device specification:||Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Focus:||Digital age teaching & learning|
|Topic:||Computer science and computational thinking|
|Subject area:||STEM/STEAM, Computer science|
|ISTE Standards:||For Students:
|Additional detail:||ISTE author presentation|
|Related exhibitors:||XYZPrinting , Ultimaker|
Participants will learn about the software platform and fundamentals of how to use it. This will provide them with the basics to begin to explore the environment. I will point out curriculum tools that already are available and identify additional places they can go to for learning beyond our allotted time slot. The curriculum that the site contains is pretty extensive and has lots of project ideas. I will point out specifics of how I have used it in my Science classes as a way of providing additional STEM lessons that when models are printed resemble STEAM as well!
They will be able to access and use the software in their classes and offer an additional platform for students who have mastered Scratch to differentiate their learning and take more advanced steps. The ability to switch to a raw code environment (that doesn't break the software) also allows higher levels of coding that is not available in Scratch so learners can advance their knowledge of the field.
1. Introduction to Blockscad3D and the environment
2. Demonstrate the building of models
-participants can build along with the presentation if they have internet access and several models will be done to highlight different aspects of the environment.
3. Introduction to the Curriculum and Dashboard Tools that can be purchased. Since these require a purchase, they will be mentioned but not a focus of the presentation as I do not have any stake in the company!
4. Showcase some of the projects that I have used the software for with my own students. -This will provide attendees with concrete ideas on how to use the software with their own students and in what contexts.
5. Q and A for attendees
Alberts, B. (2014, February 10). Moving forward with STEM education for all children: What will it take?. STEM Learning is Everywhere Convocation. http://www.samueli.org/stemconference/documents/Alberts_Moving_Forward_with_STEM_Education.pdf
Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48-54. doi:10.1145/1929887.1929905
Beatty, A. (2011). Successful STEM education: A workshop summary. Washington, D.C.: National Academies Press
Code.org 2015 Annual Report. (2016). Code.org. Retrieved 24 November 2016, from https://code.org/about/2015
Google (2015). Searching for computer science: Access and barriers to U.S. K-12 education. Retrieved from https://services.google.com/fh/files/misc/searching-for-computer-science_report.pdf
Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38-43. doi:10.3102/0013189X12463051
Grover, S., Pea, R., & Cooper, S. (2014). Remedying misperceptions of computer science among middle school students. Paper presented at the Proceedings of the 45th ACM Technical Symposium on Computer Science Education, Atlanta, Georgia. 343-348. doi:10.1145/2538862.2538934
Grover, S., Pea, R., & Cooper, S. (2016). Factors influencing computer science learning in middle school. Proceedings of the 47th ACM Technical Symposium on Computing Science Education (552-557).