Ok, so I am behind… But I am not quitting. I have no real benefit to gain from working on the workshop’s activities other than my desire to learn as I am retired and I do not think that a software developer will hire me for my skills in Scratch.
In this case, I just want to know more about Scratch because:
- Scratch is easy to learn.
- Scratch if fun
- Scratch is deeper than it first seems, its more than a kiddie language
- CCOW community has proven to be very rewarding, meeting teachers and others interested in computational thinking from all over the world keeps me thinking.
So, I better get busy. For week three, we had several activities to complete.
Interactive puzzles: I worked on three of them. They were chosen because I could not quickly work out an answer to them or they were something I could use in the future. I chose puzzles 1, 3, and 5. Puzzle #1 was easier for me than I thought it would be, #2 was interesting because it required a hidden sprite and calculating the height on Scratch’s coordinate system. #5 was the most difficult as I had to have the sprites interact without using too many wait blocks and having timing work out correctly.
In the score section, we added scoring to a simple project, for me it was easy as I had helped students add scoring to their projects. Adding scoring involves creating a variable and inserting commands to zero score and increasing it when needed in the game. I am not sure how to explain variables to younger students, (other than to say its a value that can change).
In gaming, the concept of levels is used extensively. Most student Scratchers like to work on games, so they quickly learn that setting a variable for level counting is fairly easy, but then the real thinking begins. If a level is not completed, does the player have to go back to the previous level, does this hurt the scoring, can one have codes at each level to allow a player to continue where he left off? Installing levels involves learning how to use broadcasting to change the environment of the game, increase enemies, etc. I used Cube World 7, Wall Jump, and The Hardest Mouse Pointer Game in the World.
My game was/is a disaster, in retrospect, I should have worked on a game that I was interested in, I felt like a student that discovered the lack of interest the day before the project was due, (yes, I have had students ask to change projects the day before due date). As I would tell them, document what you have done, note difficulties that you encountered and tell me what you would have done differently. One can learn just as much from a failed project as one that is successful, (maybe more).
So, I am off to start on week 4.