Quelltext der Seite Scratch2013BCN/Programm/DetailList

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==	3	==
{{S13bcnEvent	|Serial=	1	|SID=	3	|Group=	3	|Title=	Scratch in Dutch vocational education	|Teaser=	Primer in programming for our future network administrators	|Summary=		|Name=	Joek van Montfort	|Affiliation=	Scratchweb.nl	|CoPresenter=		|Type=	Presentation	| Title=	Scratch for future system administrators 	|Description=	ROC Amsterdam is a school that offers a wide range of courses to students aged 16 years and older. In the field of ICT it's about System Administration, Network Specialist, Application Developer and the like. In spring 2013 I gave a course "Programming, build a game with Scracth" to teach basis principles of computer science. 	|File=		|Code=	3 I-3	|Room=	D	|DateNo=	2	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	7	==
{{S13bcnEvent	|Serial=	2	|SID=	7	|Group=	4	|Title=		|Teaser=		|Summary=		|Name=	Tom Lauwers	|Affiliation=	BirdBrain Technologies LLC	|CoPresenter=		|Type=	Workshop	| Title=	Finch, Hummingbird, and Snap!	|Description=	We will introduce attendees to two hardware platforms used to teach computer science, math, science, and engineering: the Finch robot, and the Hummingbird Robotics Kit. Both platforms were developed at Carnegie Mellon’s CREATE lab and are now commercially available. Finch and Hummingbird connect to a computer over USB and can be programming with Snap, which is heavily based on Scratch. We will demonstrate the basics of using Snap to program the Finch and components from the Hummingbird kit. Come learn how to control pen graphics with accelerometers, control robots with “key pressed” commands, set shiny, color-changing LEDs to respond to how much light is in the room or how loud it is, and much, much more!	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/FinchHummingbirdSnapWorkshopProposal.pdf	|Code=	7 W-4	|Room=	E	|DateNo=	2	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	5	|RoomName1=	FAMILY LAB	|RoomName2=	Wizard	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	8	==
{{S13bcnEvent	|Serial=	3	|SID=	8	|Group=	1	|Title=		|Teaser=		|Summary=		|Name=	Ronit Ben-Bassat Levy	|Affiliation=	Weizmann Institute of Science	|CoPresenter=		|Type=	Presentation	| Title=	Scratch in the Service of Science Education	|Description=	"We investigated the use of Scratch for facilitating learning of middle-school biology. The students were volunteers who participated in an extracurricular activity: first, the students attended sessions at our institution where they studied both Scratch and biology; then, they developed projects under supervision in class or at home. These projects were supervised by two teachers, one from biology and one from computer science. We observed the activity, interviewed the students and administered questionnaires on attitudes. The results showed that a project that was developed under direct supervision of the teachers demonstrated a better quality of programming in Scratch, as well as a more extensive knowledge of biology. All students held high positive attitudes towards the use Scratch and preferred to learn biology via using Scratch. The presentation will explain our method of teaching science with Scratch and demonstrate several projects that were developed by the students.
"	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/blood-circulation.png	|Code=	8 T-1	|Room=	A	|DateNo=	1	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	10	==
{{S13bcnEvent	|Serial=	4	|SID=	10	|Group=	2	|Title=		|Teaser=		|Summary=		|Name=	José Manuel Sáez López	|Affiliation=	University of Murcia (Spain)	|CoPresenter=	Yoshiro Miyata, Chukyo University	|Type=	Presentation	| Title=	Integrating Scratch in Primary Education	|Description=	This paper analyzes the processes in which elementary students uses the program Scratch. . We analyze the work of 37 students of a public elementary school. The advantages in using Scratch are evident regarding students’ motivation, encouragement and the opportunity to work on projects. Moreover, in the study we detailed difficulties in carrying out programming activities at these levels. In this type of projects teachers have to make many efforts with activities related to digital literacy with children so it is not possible in a first approach to teach content about programming logic. Maybe this could be achieved later and with great dedication and effort. Despite these difficulties, we experienced very basic activities with collaborative projects with students from other countries, which foster exchange and unique richness. 	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/INTEGRATING%20SCRATCH%20IN%20PRIMARY%20EDUCATION.pdf	|Code=	10 T-2	|Room=	B	|DateNo=	1	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	2	|RoomName1=	LECTURE ROOM B	|RoomName2=	Dragon	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	11	==
{{S13bcnEvent	|Serial=	5	|SID=	11	|Group=	3	|Title=		|Teaser=		|Summary=		|Name=	Sue Gray	|Affiliation=	Teacher, Fakenham High School, Norfolk, UK	|CoPresenter=		|Type=	Presentation	| Title=	Inspiring kids with Scratch without being a geek	|Description=	"This is a story about a personal journey of how I, as someone with no computing background, helped my school go from nowhere to an Outstanding rating by Ofsted in our computing curriculum - and how Scratch was a fundamental part of making that happen.

This 10 minute presentation covers:
 * How we introduced Scratch as part of a code club and the excitement that generated.
 * How we built on that excitement by entering a regional coding competition, organised by the newly formed Computing At School group.
 * How Scratch has been as excellent tool for group learning, where pupils teach pupils and girls as well as boys can catch the bug.

Most of all though, Scratch has helped us fire up the imaginations of the young people in our school and left them wanting to do more with and learn more about computers.  Scratch has transformed my lessons from ""Learn about Microsoft."" to ""What are we going to build today?"" and I'd love the opportunity to share that with you."	|File=		|Code=	11 T-3	|Room=	A	|DateNo=	1	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	12	==
{{S13bcnEvent	|Serial=	6	|SID=	12	|Group=	3	|Title=		|Teaser=		|Summary=		|Name=	Eugeni Catalán	|Affiliation=	ScratchCatala	|CoPresenter=	"Note:
I can't present on July 25th, I will be in London UK.
Please if you accept my proposal, assign me the July 26th or 27th.
Thanks
Eugeni"	|Type=	Ignite Presentation	| Title=	ScratchRef - Scratch Wiki / Reference Guide for iPhone	|Description=	"Carry this kind of Wiki always with you in your iPhone!!

With ScratchRef...

- Each Block of instruction is explained in depth, using images and videos.

- The Scratch 1.4 User Interface with no secrets, all features are explained fully
integrated into your iPod / iPhone.

- With more than 150 video of examples.

- Search any block with the use of key words to know what is the best in every
situation.

Use Scratch 1.4 with this Guide to help you program, learn, share and enjoy this 
incredible software.

ScratchRef free at the Apple Store during the Scratch2013Bcn!!
"	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/ScratchRef%20illustration.png	|Code=	12 I-3	|Room=	D	|DateNo=	2	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	14	==
{{S13bcnEvent	|Serial=	8	|SID=	14	|Group=	4	|Title=		|Teaser=	Is "edutainment" and "gamification" of the Mathematics Curriculum a realistic hope?	|Summary=	"I use algorithmic thinking and methods in math classes. Pupils program their own Scratch games. As spin-off, many of these Scratch «games» become «mathematized» and illustrate concepts, operations and patterns from standard math lessons (and math-curriculum). A small selection of such math↔Scratch-examples are presented and commented. Demos from trigonometry, geometry, math, n-powers/n-roots, functions and others.
Examples from teaching material  («intro to Scratch programming») - presentation and discussion. Constructionist approaches to mathematical education are not without any problems though.  
Many young people are very comfortable in their role as consumers. Is it natural for them to act as builders, constructors, creators as well as patient debuggers? 
An over-arching question: Can high school math education benefit from an integration with computational and procedural thinking? 
Is training in practical programming skills with Scratch an effective way of learning math?

About the author 
I am 50 years old and teach mathematics in a senior high school (vocational education) in Northern Norway. 
Master in Computer Science specializing on machine learning and artificial intelligence. 
My master thesis is about machine composition and listening, integrating music and computer programming (Lisp). Coding experience with Scheme/Lisp, Prolog, CLIPS, Logo, Scratch/Snap!.     

Important questions:
    •    Is it possible to make high-school courses of mathematics more game-oriented? 
    •    Can math-skills be learned in a more constructionist way? 
    •    Is a game still a game when its contents are numbers and formulas? 
    •    How far can math education transcend from its standard blackboard and copycat methods to hands-on experimental playgrounds  where pupils/students can explore angles, variables, equations etc using building blocks from Scratch?  
    •    How can we use the Scratch2 (and Snap!+) block «Make a block» to teach variables and modularization in math problems? 
    •    How effective can such approaches become in the context of learning environments and public schools?  
"	|Name=	Olav Andreas Marschall	|Affiliation=	Hadsel High School, Norway	|CoPresenter=		|Type=	Presentation	| Title=	Math and Scratch in high school - a logical union? 	|Description=	"Computational teaching of high-school-math with Scratch:
As math teacher with a MS in computer science, I often look for ways to put algorithmic thinking into educational uses in math classes. Pupils of mine program their own Scratch games. As spin-off, many of these Scratch «games» can be «mathematized» and thereby illustrate concepts, operations and patterns belonging to regular math lessons (and math-curriculum). A selection of such math-Scratch-applications are presented and commented. Examples come from trigonometry, geometry, math functions a.o.
One over-arching question is whether math education in schools – and high schools in particularly -. may benefit from an integration with computational and procedural thinking as demonstrated in these Scratch examples. "	|File=		|Code=	14 T-4	|Room=	B	|DateNo=	1	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	2	|RoomName1=	LECTURE ROOM B	|RoomName2=	Dragon	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	15	==
{{S13bcnEvent	|Serial=	9	|SID=	15	|Group=		|Title=		|Teaser=		|Summary=		|Name=	Victor Casado	|Affiliation=	Citilab Team	|CoPresenter=		|Type=	Poster/Demo	| Title=	Connecting Scratch to the real world through Arduino boards	|Description=	"Scratch for [[Arduino]] (S4A) is a modified version of Scratch, ready to interact with Arduino boards. It was developed in 2010 by the Citilab Smalltalk Team and it has been used since by many people in a lot of differents projects around the world. Our main purpose was to provide an easy way to interact with the real world by taking advantage of the ease of use of Scratch.

S4A provides Scratch with new pieces, allowing to get data from the board’s digital and analog inputs, as well as controlling digital and analog outputs. It's also possible to use several kinds of servos (standard/continuous rotation) and many other devices that can interact with the real world.

In this presentation we will show 3 real samples made with Scratch for Arduino. An accelerometer based remote control, a theremin-like musical instrument, and a simple robot that can be driven with the computer keyboard."	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/SCBCN2013-ScratchforArduinoDemo.pdf	|Code=	15 P-	|Room=	A	|DateNo=	2	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}

==	16	==
{{S13bcnEvent	|Serial=	10	|SID=	16	|Group=	3	|Title=		|Teaser=		|Summary=		|Name=	Victor Casado	|Affiliation=	Citilab Team	|CoPresenter=	Jose Garcia, Citilab Team.	|Type=	Workshop	| Title=	Building and programming a small robot with Scratch for Arduino	|Description=	"By using Scratch for Arduino (S4A) it is easy to interact with the real world through an Arduino board. In this workshop we will build a small robot that can be driven with the computer keyboard. All motors, wheels and wires, as well as the Arduino board and the robot will be provided.

Programming the robot is going to be very easy, as S4A is based on Scratch, a tool you most probably already know.
 
S4A provides Scratch with some new pieces, allowing the programmer to interact with Arduino boards, use sensors and actuators (like motors) and other electronic components.

If we have the time we will also provide the robot with indicator LEDs and obstacle sensors, and maybe even try to drive it from an Android mobile phone."	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/SCBCN2013-ScratchforArduinoWorkshop.pdf	|Code=	16 W-3	|Room=	C	|DateNo=	1	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	3	|RoomName1=	LECTURE ROOM C	|RoomName2=	Girl Wizard	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	17	==
{{S13bcnEvent	|Serial=	11	|SID=	17	|Group=	5	|Title=	Catrobat	|Teaser=	Running Scratch projects on smartphones and tablets – and programming on them too!	|Summary=		|Name=	Wolfgang Slany	|Affiliation=	Graz University of Technology, Austria	|CoPresenter=	Annemarie Harzl, Graz University of Technology, Austria	|Type=	Presentation	| Title=	Running Scratch projects on smartphones and tablets – and programming on them too!	|Description=	We implemented an automatic translator from Scratch to Catrobat. Catrobat is a Scratch-inspired visual programming system for Android, iOS, Windows Phone, as well as for HTML5 enabled mobile browsers. Catrobat has its own sharing platform and paint app, and allows kids to program directly on their mobile devices – no PC or Laptop is needed whatsoever. Challenges we solved when automatically translating Scratch projects include, e.g., how to deal with Scratch’s “when X key pressed” blocks on the typically keyboard-less mobile devices. Catrobat has been chosen as the official programming system for kids on the new OLPC Android tablet. The development of the translator from Scratch to Catrobat has been kindly supported by Google. The Catrobat project currently has more than 100 active developers, is a free open source software project, and 108 developer years of effort have been put into it according to its Ohloh statistics.	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/Catrobat%20script%20on%20phone.jpg	|Code=	17 T-5	|Room=	D	|DateNo=	1	|TimeNo=	3	|TimeName=	15:00-16:00	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	18	==
{{S13bcnEvent	|Serial=	12	|SID=	18	|Group=		|Title=		|Teaser=		|Summary=		|Name=	Wolfgang Slany	|Affiliation=	Graz University of Technology, Austria	|CoPresenter=	Annemarie Harzl, Graz University of Technology, Austria	|Type=	Poster/Demo	| Title=	Catrobat: A mobile visual programming system inspired by Scratch	|Description=	Catrobat is a free and open source visual programming system inspired by Scratch but entirely running on Android, iOS, Windows Phone smartphones and tablets as well as on HTML5 enabled mobile browsers. We will demo Catrobat including how to wirelessly program external hardware using Catrobat, such as Lego Mindstorms robots, Bluetooth Arduino boards, as well as Parrot AR.Drone quadcopters. Catrobat allows, e.g., to extend a Lego Mindstorms robot to which a smartphone has been attached using cable binders with computer vision functionality such as automatic face detection. Bluetooth Arduino boards can be used to wirelessly control any kind of electric or electronic external device, e.g., for home automation or to remotely control soccer robots and/or robot arms. Participants will be able to try out Catrobat on their own devices including new features that are not yet available in the public versions of Catrobat. 	|File=		|Code=	18 P-	|Room=	A	|DateNo=	2	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	19	==
{{S13bcnEvent	|Serial=	13	|SID=	19	|Group=		|Title=	EduScratch - Spreading seeds all over Portugal	|Teaser=	EduScratch spreads Scratch among Portuguese schools by training teachers to promote students computational thinking	|Summary=	"EduScratch is a partnership between Directorate General for Education, Portuguese Ministry of Education and Science, ICT Competence Center, School of Education – Polytechnic Institute of Setúbal, and SAPO–PT. It’s main goal is the development of a teachers CoP on educational use of Scratch, through this actions: teacher training courses (formal/informal); promoting the use of Scratch in schools; integration of ICT in teaching/learning activities; supporting schools, both face to face or at a distance, using Scratch and developing ICT learning goals of the national curriculum; creating and organizing teaching/learning resources; sharing resources and news (EduScratch portal, ICT Competence Centre website, Facebook and Twitter) and assessment of the activities. EduScratch had a contribution to 2012 curriculum reforms in the Portuguese education system. The new ICT curriculum for grades 7 and 8 includes the exploration of computational environments (e.g. Scratch).
Links:
http://eduscratch.dge.mec.pt/ (EduScratch portal)
http://kids.sapo.pt/scratch/ (SAPO Scratch portal)
"	|Name=	Teresa Martinho Marques	|Affiliation=	Centro de Competência TIC da Escola Superior de Educação do Instituto Politécnico de Setúbal - Portugal	|CoPresenter=	Miguel Ângelo Figueiredo, Centro de Competência TIC da Escola Superior de Educação do Instituto Politécnico de Setúbal - Portugal	|Type=	Poster/Demo	| Title=	EduScratch - Spreading seeds all over Portugal since 2010	|Description=	"EduScratch is a partnership between Directorate General for Education, Portuguese Ministry of Education and Science, ICT Competence Center (Superior Education School – Polytechnic Institute of Setúbal), and SAPO–PT/Innovation. 
It’s main goal is the development of a teachers CoP on educational use of Scratch, through this actions:
-teacher training courses (formal/informal); 
-promoting the use of Scratch in schools - integration of ICT in teaching/learning activities;
-supporting schools (in presence or at a distance) using Scratch and developing ICT targets in the national curriculum;
-creating and organizing teaching/learning resources; 
-sharing resources and news (Portal http://eduscratch.dge.mec.pt/ , ICT Competence Centre website, Facebook and Twitter); 
-evaluating the activities.
EduScratch had a contribution to 2012 curriculum reforms in the Portuguese education system. The new ICT curriculum for grades 7 and 8 includes the exploration of computational environments (e.g. Scratch).
"	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/scratch-barcelona_small.jpg	|Code=	19 P-	|Room=	A	|DateNo=	2	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	21	==
{{S13bcnEvent	|Serial=	15	|SID=	21	|Group=	6	|Title=	Bringing Scratch into Everyday Classroom	|Teaser=	Learning, Struggles and Opinions of Turkish Pre-Service Science and Math Teachers	|Summary=	In an attempt to push pre-service teachers to combine their content knowledge with their problem solving skills and creativity to create better learning environments for their prospective digital native students, a series of workshops were conducted during which participants learned basics of computer programming. In the training, a total of 24 participants designed and developed game storyboards, and programmed them using Scratch platform. The analysis of their products includes comparisons of these games as well as participants’ own reflections on their learning. The findings indicate a rise in participants’ awareness of programming activities on learning; however, they were unable to reflect this awareness to their own projects of learning game design.	|Name=	Mine Dogucu	|Affiliation=	Bogazici University Secondary School Science and Mathematics Education Department	|CoPresenter=	Umit Aslan, Bogazici University Secondary School Science and Mathematics Education Department	|Type=	Presentation	| Title=	Bringing Scratch into Everyday Classroom: Learning, Struggles and Opinions of Turkish Pre-Service Science and Math Teachers	|Description=	In an attempt to push pre-service teachers to combine their content knowledge with their problem solving skills and creativity to create better learning environments for their prospective digital native students, a series of workshops were conducted during which participants learned basics of computer programming. In the training, a total of 24 participants designed and developed game storyboards, and programmed them using Scratch platform. The analysis of their products includes comparisons of these games as well as participants’ own reflections on their learning. The findings indicate a rise in participants’ awareness of programming activities on learning; however, they were unable to reflect this awareness to their own projects of learning game design.	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/ScratchBarcelonaProposal.pdf	|Code=	21 T-6	|Room=	A	|DateNo=	1	|TimeNo=	3	|TimeName=	15:00-16:00	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	22	==
{{S13bcnEvent	|Serial=	16	|SID=	22	|Group=	3	|Title=		|Teaser=	Jacob (1999) talks about his experience of creating and running a Scratch club (4 years experience)	|Summary=		|Name=	Jacob Weinbren	|Affiliation=	Denbigh School - Milton Keynes	|CoPresenter=	Rebecca Ferguson, my mother	|Type=	Presentation	| Title=	Scratch Club And Beyond	|Description=	"My name is Jacob Weinbren and I’m 13 years old. My presentation will explain how my friends and I set up and ran a Scratch Club for three years. It will outline the problems we had to overcome, and the benefits of running the club.
When I was 9, my three friends and I decided to start a Scratch club. We planned and ran weekly sessions covering a wide variety of subjects, exploring block functions and developing complex projects. 
We ran the club because we thought that Scratch would be very interesting to teach, and we wanted to challenge ourselves. Teachers played a role by supervising our activity and sometimes encouraging us. 
For each session, we first met to plan the lesson theme and to select the new block for the week.
Between 20 and 30 members attended each session. Some progressed faster than others, so we adapted our lessons to suit everyone. Each week, we used member feedback to help plan the next session. 
In 2010 we entered the UK national Y-Factor competition for innovative education with these videos:
http://goo.gl/ickmJ
http://goo.gl/dEtrP
When we were aged 11 and in the final year of primary school, we trained children in the year below to take over the club. 
When we moved to secondary school, we decided to run a Scratch club there. Our IT teacher was supportive. However, we faced some problems. We had fewer members, as Scratch was part of the school curriculum.  Finding a teacher who was willing to supervise us in the computer lab took months because teachers were too busy to support another club. 
The club had many benefits for its members, who had fun and learned to program. I was inspired to go on to run a YouTube Scratch channel (Mr Scratcher), and to learn to program in Java and HTML with Code Academy. 

"	|File=		|Code=	22 T-3	|Room=	A	|DateNo=	1	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	23	==
{{S13bcnEvent	|Serial=	17	|SID=	23	|Group=	8	|Title=		|Teaser=		|Summary=		|Name=	Jesús Arbués García del Moral	|Affiliation=	professor secundària Ins Vilatzara Catalunya	|CoPresenter=	Joan Gelabert Vich, professor secundària, Escola d'adults de Calvià, Illes Balears	|Type=	Presentation	| Title=	Shared Geometry Scratch, Arduino and RFID	|Description=	"The project consists of an application of geometry
a) that can be shared by any person or b) suitable for everybody
* whether or not visual impairment and / or low vision. A person with: limited nobility/reduced mobility or mobility problems.
This is a set of exercises created with Scratch, with the help of cards / RF chips built-in physical pieces - to interact by touch and sound with your computer.
Cards / chips RFID (Radio Frequency Identification), can replace the mouse and even keyboard.
Activities, distributed levels, providing knowledge shapes: triangles, polygons, the quadrilaterals, and all the basic forms that can be taught in secondary and high school.
This project is presented in a didactic case with all parts needed to perform the exercises. Part of a major project ""Challenges digital solidarity""
(https://sites.google.com/a/xtec.cat/rds/).
Link video: goo.gl/YR1ZZ
Link web: www.sacosta.org/rfid (catalan version) www.sacosta.org/rfid_castellano (spanish version)
This project was awarded first prize in the category ""Science, Technology and Values"" in the last congress ""Science in Action"" held at CosmoCaixa Alcobendas (Madrid) in October 2012"	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/peixera.jpg	|Code=	23 T-8	|Room=	B	|DateNo=	1	|TimeNo=	3	|TimeName=	15:00-16:00	|RoomNo=	2	|RoomName1=	LECTURE ROOM B	|RoomName2=	Dragon	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	25	==
{{S13bcnEvent	|Serial=	18	|SID=	25	|Group=	1	|Title=		|Teaser=		|Summary=		|Name=	Frank Sabaté	|Affiliation=	Escola Projecte	|CoPresenter=	Carlota Bujons and Juli Barrionuevo (Escola Projecte)	|Type=	Ignite Presentation	| Title=	Connecting new teachers to Scratch: An active teacher training method	|Description=	"After years using Scratch at Escola Projecte in Barcelona, we found that one of the main difficulties of spreading its use was teacher training. Although we tried several workshops and online courses, teachers knew how to use Scratch but didn’t know how to use it in the classroom. We decided to start a new way of training. An expert teacher leads one Scratch session and another teacher watches the lesson. After that he replicates the session with another group.
Before each session there is a short meeting to write a draft of the contents and there is also an after-session meeting where the teachers share their notes and discuss the difficulties that the students had. All the sessions are recorded on a diary with pictures of the projects and links to the Scratch Gallery.
Our goal is to repeat the method next academic year with the new teacher becoming the leader of the sessions and training another teacher so we can guarantee that teachers using Scratch in their classrooms have enough resources and self-confidence to do it.
"	|File=		|Code=	25 I-1	|Room=	D	|DateNo=	1	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	26	==
{{S13bcnEvent	|Serial=	19	|SID=	26	|Group=	4	|Title=		|Teaser=		|Summary=		|Name=	Eckart Modrow	|Affiliation=	University Göttingen	|CoPresenter=		|Type=	Workshop	| Title=	Learning roboters with Snap/BYOB	|Description=	"The workshop is based on the script, ""Informatik mit BYOB"" (Computer Science with BYOB). Link: http://www.uni-goettingen.de/de/423680.html
The participants have to program virtual robots so that they adapt to a new environment. Programming language is Snap/BYOB, OOP with delegation."	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/Informatik%20mit%20BYOB.pdf	|Code=	26 W-4	|Room=	C	|DateNo=	2	|TimeNo=	3	|TimeName=	15:00-16:00	|RoomNo=	3	|RoomName1=	LECTURE ROOM C	|RoomName2=	Girl Wizard	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	27	==
{{S13bcnEvent	|Serial=	20	|SID=	27	|Group=	5	|Title=		|Teaser=		|Summary=		|Name=	Eckart Modrow	|Affiliation=	University Göttingen	|CoPresenter=		|Type=	Panel Discussion	| Title=	BYOB in German High Schools	|Description=	BYOB is used in Lower Saxony, Germany, on all levels in high schools. Next year it will be used in computer science until graduation (Abitur) as only programming language . We've tested the system for some years before in lessons as well as in beginner courses at university.  The lecture will present first results and provide examples for teaching.	|File=		|Code=	27 T-5	|Room=	D	|DateNo=	1	|TimeNo=	3	|TimeName=	15:00-16:00	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	28	==
{{S13bcnEvent	|Serial=	21	|SID=	28	|Group=	10	|Title=		|Teaser=		|Summary=		|Name=	Peter W Donaldson	|Affiliation=	Computing At School Scotland	|CoPresenter=		|Type=	Presentation	| Title=	From concrete to abstract: motivating contexts for novice programmers	|Description=	"Pupils use information structures and carry out processes every day; from using a timetable to find out when their next class is, to getting dressed in the morning, but they rarely get the opportunity to clearly describe them to someone else. However this ability is the key to turning students from passive consumers to active creators in the digital age.  Without the ability to describe process and structure clearly, students are unable to harness the full potential of their computers.

In this session I will discuss the motivating contexts we use in our introductory Scratch programming units and how they encourage pupils to gradually develop their confidence and ability to think computationally. We’ll also explore the sequence of activities we use and the methods we employ in Crieff High School in Scotland to keep all students fully engaged.

Finally I’ll outline some of our thoughts about assessing pupils' learning and the trade-off's we've made to allow pupils to demonstrate what they know without stifling their creativity."	|File=		|Code=	28 T-10	|Room=	A	|DateNo=	1	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	29	==
{{S13bcnEvent	|Serial=	22	|SID=	29	|Group=	11	|Title=		|Teaser=		|Summary=		|Name=	Jeremy Scott	|Affiliation=	The Royal Society of Edinburgh / British Computer Society	|CoPresenter=		|Type=	Presentation	| Title=	Reinventing High School Computer Science	|Description=	"In August 2011, Google Chairman Eric Schmidt came to Scotland and declared that he was “flabbergasted to learn that today Computer Science isn't even taught as standard in UK schools. Your IT curriculum focuses on teaching how to use software, but gives no insight into how it's made. That is just throwing away your great computing heritage.”

This was music to my ears, because I’d just been asked by The Royal Society of Edinburgh (Scotland’s national academy) and the British Computer Society to exemplify the teaching of Computer Science (CS) to high school students in Scotland and beyond. A new national curriculum also provided an opportunity to cement CS and computational thinking firmly within the curriculum and reverse a recent decline in uptake.

To reinvent our subject, we must provide students with an experience of CS that’s accessible and exciting. What better way than to tap into the Scratch revolution?
But CS is too difficult for most early high school students, right? Wrong! Scratch changes that.

Drawing upon the latest pedagogical research, I’ve created three extensive resources (based around Scratch and BYOB, as well as MIT’s App Inventor), that deliver CS in a way that’s relevant to students’ own digital lives. Introductions teach the history and theory of computing. Screencast tutorials teach program creation. Discussion-based questions and algorithm design reinforce computational thinking. And a project enables meaningful interdisciplinary learning – a cornerstone of Scotland’s new curriculum.

Results were better than I could have hoped for. Pilot schools reported huge improvement in student engagement, classroom discipline – and interest in taking CS further. Students were also better-prepared when progressing to text-based programming languages.

The materials have received widespread acclaim and form a flexible resource that any teacher can use and adapt. They are available from: www.royalsoced.org.uk/1034_ComputingScience.html
"	|File=		|Code=	29 T-11	|Room=	B	|DateNo=	1	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	2	|RoomName1=	LECTURE ROOM B	|RoomName2=	Dragon	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	30	==
{{S13bcnEvent	|Serial=	23	|SID=	30	|Group=	12	|Title=		|Teaser=		|Summary=		|Name=	Vera De Leon	|Affiliation=	Casa TELMEX	|CoPresenter=		|Type=	Presentation	| Title=	Using Scratch to promote Innovation	|Description=	The TELMEX Program of Education and Digital Culture, is the most important initiative in Mexico that focuses on integrating the use of cutting edge technology in educational practices. TELMEX House offers integral development for children, parents and teachers on several urban marginalized areas, through new learning strategies and technology. The use of Scratch in the past few years has been vital in all of our TELMEX Houses, especially in Saltillo, Coahuila, to provide preschoolers, whom do not know how to write or read, a chance to explore, learn and creatively develop skills needed for programming, reasoning systematically as well as team working. Join us and find out how programming with scratch promotes innovation and supports the development of young people as globally aware, internationally and competitive citizens.	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/Scratch%20Conference%202013%20Ignite%20Talk.pdf	|Code=	30 T-12	|Room=	A	|DateNo=	2	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	31	==
{{S13bcnEvent	|Serial=	24	|SID=	31	|Group=	13	|Title=		|Teaser=		|Summary=		|Name=	José Luís Ramos	|Affiliation=	Universidade de Évora - CCTIC	|CoPresenter=	Rui Gonçalo Espadeiro - Universidade de Évora - CCTIC	|Type=	Presentation	| Title=	Exploring computational thinking in initial teacher training: a preliminary study and reflection on practice.	|Description=	"The text describes and analyses the introduction of computational thinking in the context of initial teacher education in a university context. The strategy took the framework proposed by Brennan & Resnick (2012) to study and evaluate the development of computational thinking.
We designed a pilot study aimed to investigate the adequacy of the dimensions present in the referred framework, in the context of initial teacher training, as well as evaluating the attributed relevance to the development of computational thinking by future teachers as part of their raining process. A sample of 44 students participated in the research selected from undergraduate and master's courses. A qualitative research methodology was adopted, using Programming Scratch Language and multimedia projects, reports and focus-group interviews as main data collection techniques.
Preliminary results of the pilot-study will be presented and discussed the importance of providing experiences and learning opportunities to the initial teacher training students, appropriate to the development of computational thinking so that students can, as citizens, to prepare for an increasingly demanding and complex society and, as future education professionals, to take fully advantage educational potential of the computers."	|File=		|Code=	31 T-13	|Room=	A	|DateNo=	2	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	32	==
{{S13bcnEvent	|Serial=	25	|SID=	32	|Group=	14	|Title=		|Teaser=		|Summary=		|Name=	David Hellam	|Affiliation=	Riverside School, Prague	|CoPresenter=		|Type=	Presentation	| Title=	Scratch in Control	|Description=	"I'm a teacher who has used Scratch in my classroom since 2007. Recent changes to the curriculum include a greater emphasis on using the computer as a tool to solve problems that pre-written applications software cannot tackle. In my presentation, I draw from my students' experiences of using Scratch to model and interact with the outside world. 

David Hellam teaches ICT and Computer Science at Riverside School, Prague.  David is also a Google Certified Teacher and the Czech Republic's 2012 National Award winner for the EU-sponsored U4Energy project - best classroom activity to raise energy awareness."	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/SiC%20outline.pdf	|Code=	32 T-14	|Room=	D	|DateNo=	2	|TimeNo=	3	|TimeName=	15:00-16:00	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	34	==
{{S13bcnEvent	|Serial=	27	|SID=	34	|Group=		|Title=	Scratch-Quiz for schools	|Teaser=	"A «quiz-motor» for making quizzes about any subject in education 
based on Scratch as software and Buzz!-buttons as hardware."	|Summary=		|Name=	Olav-Andreas Marschall	|Affiliation=	Hadsel High School, Norway	|CoPresenter=		|Type=	Poster/Demo	| Title=	Scratch-Quiz with push-buttons for use in education	|Description=	In the presentation I will present the need, the idea, the technology and examples of quizes with Buzz!-controllers - realized in Scratch – with buzzers (big buttons) as known and popularized on various gaming platforms. This type of quiz presents four alternative answers, and lets contestants compete in pressing the correct button – the right answer - as fast as possible. Several types of score-counting are possible. Use of avatars on stage as well as global high-scores (cloud-variables in Scratch 2) exemplify the manifold of educational uses of «Scratch-quizes» inside class-rooms. Such applications may contribute to the general trend of «gamification» in formal schooling systems. Can such applications contribute to make training and drill sessions more stimulating, competitive and engaging? Can low-cost technology based on Buzz!, Arduino or nanoBoard pluss some rather straightforward programming in Scratch really generate excitement in pupils even if questions come from theoretical subjects such as history, biology or math? 	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/Scratch-quiz-presentation.pdf	|Code=	34 P-	|Room=	A	|DateNo=	2	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	35	==
{{S13bcnEvent	|Serial=	28	|SID=	35	|Group=	4	|Title=		|Teaser=		|Summary=		|Name=	Vera De Leon	|Affiliation=	Casa TELMEX	|CoPresenter=	"Scratch Club Members: Jorge Jatniel Villanueva Reyna (9), Paola Villanueva Reyna (7), Jesús Carlos Velázquez Reyna (5), Sofía Velázquez Reyna (7), Edoardo Guerrero García (8)
Mother: Livia Fernández Álvarez
Educator: Vera de León
"	|Type=	Panel Discussion	| Title=	Connecting Comunities	|Description=	"Join us and find out how students, parents and educators work together to engage young kids to maximize their potential while they learn with Scratch at Casa TELMEX (TELMEX House). TELMEX House offers integral development for children, parents and teachers on several urban marginalized areas, through new learning strategies and technology. The use of Scratch in the past few years has been vital in all of our TELMEX Houses, especially in Saltillo, Coahuila. TELMEX House belongs to the TELMEX Program of Education and Digital Culture and is the most important initiative in Mexico that focuses on integrating the use of cutting edge technology in educational practices.
"	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/Scratch%20Conference%202013%20Panel%20Discussion.pdf	|Code=	35 D-4	|Room=	D	|DateNo=	3	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Samstag	|DateName2=	Saturday	|Date=	28.07.13	}}
==	36	==
{{S13bcnEvent	|Serial=	29	|SID=	36	|Group=		|Title=		|Teaser=		|Summary=		|Name=	Rocio Lara	|Affiliation=	RO-BOTICA	|CoPresenter=	Javier Vidal	|Type=	Poster/Demo	| Title=	Scratch for OLLO	|Description=	OLLO (www.robotis.com/xe/ollo_en) is a flexible, scalable and programmable educational system devoted to design and build robots, while playing and stimulating interest in science and technology. In order to make the system more accessible to young people, RO-BOTICA is implementing a new Sceatch mod: S4O, Scratch for OLLO.	|File=		|Code=	36 P-	|Room=	A	|DateNo=	2	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	37	==
{{S13bcnEvent	|Serial=	30	|SID=	37	|Group=	6	|Title=		|Teaser=		|Summary=		|Name=	Vera De Leon	|Affiliation=	Casa TELMEX	|CoPresenter=	Scratch Club Members, Owen Laureano Martínez, Fernando Guerrero García.	|Type=	Workshop	| Title=	Singing, Dancing and Sensing with Scratch 2.0	|Description=	"During the Workshop, we would like you to enjoy the new features of Scratch 2.0, you don’t need to be an experimented programmer, but for those who are, a new experience and a lot of fun are waiting for you to join us! 
"	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/Scratch%20Conference%202013%20Workshop.pdf	|Code=	37 W-6	|Room=	C	|DateNo=	3	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	3	|RoomName1=	LECTURE ROOM C	|RoomName2=	Girl Wizard	|DateName1=	Samstag	|DateName2=	Saturday	|Date=	28.07.13	}}
==	38	==
{{S13bcnEvent	|Serial=	31	|SID=	38	|Group=	8	|Title=		|Teaser=		|Summary=		|Name=	Alberto Barbero	|Affiliation=	I.I.S. "G.Vallauri" - Fossano (CN) - Italy	|CoPresenter=		|Type=	Presentation	| Title=	A cat, a king and a robot: programming with blocks	|Description=	In Italian secondary schools, the guidelines for the first year include the European Computer Driving License (ECDL) syllabus to ensure a basic common level of digital competencies. The approach to Informatics in Italian secondary schools is being reshaped after the Reform of 2010. The new framework allows the introduction of computer logic and basic programming concepts beginning in the first and second grades. But what is the best way to introduce computer logic and basic programming concepts to teenage students and which tools should be provided to them in order to capture their interest and attention? Help is provided from “Scratch” a free programming language developed by researchers at M.I.T. MediaLab in Boston. Scratch suits the curriculum that teachers sought because it was specifically created for introducing the basic concepts of problem solving and programming to young and inexperienced students. Scratch, in its free extension “S4A” (Scratch for Arduino) developed by Citilab in Barcelona, also allows the introduction of the basic concepts of Robotics through the use of the open board called Arduino. The Arduino board is important because its use, combined with the power of S4A, allows for easy experimentation managing digital and analogical signals and sensors and actuators connected on the board. Another aid in the achievement of our goal is provided by “App Inventor” a Google tool now managed by the same group at the M.I.T. MediaLab. It easily allows the introduction of Android mobile programming to the students using almost the same approach as Scratch. 	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/Scratch%20Conference_%20Barbero%20Alberto.pdf	|Code=	38 T-8	|Room=	B	|DateNo=	1	|TimeNo=	3	|TimeName=	15:00-16:00	|RoomNo=	2	|RoomName1=	LECTURE ROOM B	|RoomName2=	Dragon	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	39	==
{{S13bcnEvent	|Serial=	32	|SID=	39	|Group=		|Title=		|Teaser=		|Summary=		|Name=	Vera De Leon	|Affiliation=	Casa TELMEX	|CoPresenter=		|Type=	Poster/Demo	| Title=	Connecting Real and Digital Worlds with Scratch	|Description=	"The members of the Scratch Club at Saltillo TELMEX House are kids from 4 to 18 years old. They integrate several software to""connect the real and the digital world using Scratch. Join us and enjoy a wide gallery of projects that will show you how to engage students to develop different skills as they design and program with Scratch.
"	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/Scratch%20Conference%202013%20%20%20Poster%20Demo.pdf	|Code=	39 P-	|Room=	A	|DateNo=	2	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	40	==
{{S13bcnEvent	|Serial=	33	|SID=	40	|Group=	16	|Title=		|Teaser=		|Summary=		|Name=	Galina Momcheva	|Affiliation=	Varna Free University "Chernorizets Hrabar"	|CoPresenter=		|Type=	Workshop	| Title=	ScratchBG in Live	|Description=	"The workshop involves participants with some ScratchBG (Scratch community in Bulgaria) practices in various aspects by taking part in different activities:

- Development and dissemination of OER (Open Education Resources) for preschool/primary school/SEN learners (a possible usage of the 'remix' idea by teachers and parents);

- Development of interactive projects for Sciences and Arts with sensors (Lego WeDo, MS Kinect, Moway, Raspberry PI, etc);

- Design and development of interactive storytelling projects and games for STEM and Computer Sciences. 

The relations between Scratch and other visual programming languages and environments will be also used (like BYOB, Scratch 2.0, App Inventor, etc).

The activities are suitable examples for PBL (Project-Based) and IBL (Inquiry-Based Learning).

The workshop will have the 'Scratch Day' mood where fun, programming, discovery and sciences are sharing among participants."	|File=		|Code=	40 T-16	|Room=	A	|DateNo=	2	|TimeNo=	3	|TimeName=	15:00-16:00	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	42	==
{{S13bcnEvent	|Serial=	35	|SID=	42	|Group=	1	|Title=	Programming physical objects using Scratch and Moway Robot	|Teaser=	mOway gives life to everything the students program on their screens, and helps them to understand and assimilate concepts	|Summary=	"mOway is a programmable autonomous robot. It is a perfect educational tool for those who wish to take their first steps in the world of robotics and for those who have already worked with robots. 
The mOway robot is fitted with a number of sensors that help us to move around a real environment. It is also equipped with a motor that enables it to travel on the floor. All these peripheral devices are connected to a microcontroller, which is responsible for controlling the robot. 
Working with mOway and Scratch multiplies the possibilities offered by both environments, generating a scenario that combines exercises with a blend of computer programming and the real world and object programming. 
• mOway is an autonomous mobile robot, which, without having to be connected to the computer, can be programmed from the Scratch environment. 
• mOway sensors, motors and actuators can be programmed from Scratch and can be read and controlled in movement. 
• mOway allows students to simulate and understand examples from real life in a practical manner, and discover how elements from our daily lives work, such as a remote control, the garage door sensor, a mobile phone, and so on. 
• mOway gives life to everything the students program on their screens, and helps them to understand and assimilate concepts.
"	|Name=	Daniel del Rio	|Affiliation=	Minirobots	|CoPresenter=		|Type=	Workshop	| Title=	Programming physical objects using Scratch and Moway Robot	|Description=	"We want to take part the Scracth Conference to present our programmable robot The Moway robot in a workshop based on Programming physical objects using Scracth and Moway. MOway is an educational tool, a complete learning solution that brings technology close to educational centres. On top of that, mOway allows students to discover what Programming is with user-friendly and intuitive way that enables them to control the robot and its input and output devices, developing their own programs from the very beginning.
Its goal is to be a practical tool inside the world of education.
The major advantage is its fast learning curve. Students obtain results from the first lesson, generating a high level of motivation among them.
Moway  helps to develop personal abilities as diverse as creativity, interest in further learning and teamwork.
We want to take the advantage of this occasion to present you our last new, Moway is now programmable with Scratch. We think, now Moway is a complete solution, the same tool for primary and  for Secondary School.
With Moway robot you could check in a real way what you are programming on your Scratch screen.
We want to  offer everyone the opportunity to learn how to program a robot with Scratch, and check it in a simple way.

I want to share with you this video which includes some examples of Moway with Scratch

http://youtu.be/55GnP4rZNAc
"	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/CatalogoIngs_0.pdf	|Code=	42 W-1	|Room=	C	|DateNo=	1	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	3	|RoomName1=	LECTURE ROOM C	|RoomName2=	Girl Wizard	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	43	==
{{S13bcnEvent	|Serial=	36	|SID=	43	|Group=		|Title=		|Teaser=	Promoting computational thinking with 8th grade students by developing games. What will be the impact of this strategy?	|Summary=	"Promoting the development of computational thinking appears to be a fundamental skill that allows 8th grade teens to increase their analytical capacity (Wing, 2006; Resnick, 2012).  To verify if the Scratch tool was a valid option for this target audience a questionnaire was administered and a demonstration was promoted. Thus, it was suggested that students develop games in Scratch targeting two major dimensions: an interdisciplinary, with the collaboration of the Art teacher in guiding the students in drawing Sprites and Stages for their own projects; and a community one, by inviting the school Road Safety Club to foster the project, in an attempt to prompt the project out of the classroom. The games focused on this issue will work as a resource for the Club activities and will be published in the Scratch official website.
The basics of the tool are being taught through the allocation of tasks oriented towards problem solving (Jonassen, 2001), according to a constructionist perspective (Coll et al, 2001), looking for students to learn how to learn: “the kind of knowledge most children need is the knowledge that will help them to get more knowledge."" (Papert, 1993, p.139).
This poster aims to present the impact of this strategy on the development of computational thinking with 8th grade students using Scratch.

References:
Coll, C., Martín, E., Mauri, T., Miras, M., Onrubia, J., Solé, I., et al. (2001). O Construtivismo na sala de aula. Porto: Edições ASA.
Jonassen, D. (2011). Learning to Solve Problems. A Handbook for Designing Problem-Solving Enviroments. New York: Routledge.
Papert, S. (1993). The Children Machine. New York: BasicBooks.
Resnick, M. (2012, July-August). Point of View - Reviving Papert's Dream. Educational Technology , 52, pp. 42-46.
Wing, J. M. (2006). Computacional Thinking. Communications of the ACM , 49 (3), 33-35."	|Name=	Rui Miguel Sousa	|Affiliation=	Universidade do Minho	|CoPresenter=	"Short CV
José Alberto Lencastre is Assistant Professor (Visiting Professor) at University of Minho, in Portugal. Works in Education Sciences in the field of Educational Technology. He received his PhD in Educational Technology from University of Minho in 2009. His research interests include e-Learning, teaching and learning trough the Web, ICT in teachers training, teaching resources and usability. He is author and editor of books about e-Learning and blended learning. He is responsible for the ""Building (e-)Learning Bridges"" project, a Grundtvig Learning Parnership (Project reference: 2012-1-PT1-GRU06-12160 1. Funding: National Agency for Lifelong Learning Programme). He has 22 items of technical production and 37 items of scientific production.
Curriculum Vitae in DeGóis: http://www.degois.pt/visualizador/curriculum.jsp?key=6304892866742478"	|Type=	Poster/Demo	| Title=	Developing Computational Thinking with Scratch: an experience with 8th grade students	|Description=	"As part of a professional practice in a MSc in computer science teaching at University of Minho - Portugal, this project’s objective is developing the computational thinking using Scratch with students of the 8th grades in Oporto, Portugal. This school is a reflection of the population’s diversity in social, economic and cultural disadvantage. These aspects are reflected in the student’s behaviour and achievements. 
The project is being developed in Information and Communication Technology (ICT) subject. One of the curriculum’s targets is the exploration of computing environments and project’s development. Being Scratch a ""(...) visual programming environment lets users create interactive, media-rich projects"" (Eastmond et al., 2010, p.1), I decided to conduct a demonstration to my students that seemed very anxious to try Scratch.
Attempting to give the project an interdisciplinary dimension, the Art teacher was invited to draw Sprites and Stages with the students to their projects. The fact that there is a Road Safety Club in this school, and looking to take the project out of the classroom, I asked for it´s cooperation and developed in my class Scratch games about road safety. These games will be published in Scratch official website and offered to this club to serve as resources to their activities.
The basics of the tool are being transmitted through the allocation of tasks oriented towards problem solving, according to a constructionist perspective. Looking for students to learn how to learn: “the kind of knowledge most children need is the knowledge that will help them to get more knowledge."" (Papert, 1993, p.139). 
So far students have shown interest and willingness to learn programming in Scratch.

"	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/References.pdf	|Code=	43 P-	|Room=	A	|DateNo=	2	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	44	==
{{S13bcnEvent	|Serial=	37	|SID=	44	|Group=	17	|Title=		|Teaser=		|Summary=		|Name=	Zülfü Genç	|Affiliation=	University of Firat	|CoPresenter=	"Fırat University Scratch Team
"	|Type=	Presentation	| Title=	Using Scratch in introductory programming and game development courses: Example of Firat University	|Description=	Programming is a fundamental aspect of computer literacy as it helps the student understand and control how the computer processes information. In introductory computer programming courses, students are required to develop problem solving and critical thinking skills, and solve programming problems. Although programming is a key objective in most introductory computing classes, it is a skill that is both difficult for students to learn and challenging for teachers to teach. Many instructors have tried to use alternative programming concepts as a way of teaching computer programming to novices. This study examined the integration of a game based programming environment called as Scratch as a new technology in a first level programming course and a game development course. The participants were 96 sophomore students taking these two courses at Computer Education and Instructional Technology department in University of Firat, Turkey.  Also this study investigated the perceptions of students about Scratch in their courses in terms of its effects on their perceived motivation, perceived usefulness and perceived ease of use. In addition, the researcher who teaches these courses, experiences and examples of design projects are included in this study. Researcher and his students are a member of Scratch Team. With his team, the researchers conducting studies on the integration of Scratch to schools and Scratch Summer Camp will open for children during the next summer.	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/Game%20Example%20in%20Scracth.rar	|Code=	44 T-17	|Room=	D	|DateNo=	3	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Samstag	|DateName2=	Saturday	|Date=	28.07.13	}}
==	45	==
{{S13bcnEvent	|Serial=	38	|SID=	45	|Group=	16	|Title=		|Teaser=		|Summary=		|Name=	Andrew Murphy	|Affiliation=	Primary School Teacher, UK	|CoPresenter=		|Type=	Presentation	| Title=	Adventures with Scratch in School	|Description=	Scratch was designed with informal learning environments in mind, but also has huge potential in the education system. As a result of this potential it could and should be used widely in schools. However as a primary school teacher in the UK, I do not often meet other teachers who have used it or have even heard of it. Part of the problem is getting Scratch to fit into the structure of school, both in ICT classes and in the wider curriculum. How can we make Scratch fit into the structure of school? I have been using Scratch for three years in a UK primary school with children aged between nine and eleven. In all cases the students have enjoyed using Scratch, have been motivated by it and have learnt a lot about computer programming concepts. In this presentation I will discuss my experiences of balancing the open-ended creative nature of Scratch with the structure of a school environment, sharing some of my resources used and the projects created by my students along the way. I will also share my experiences of engaging and encouraging others through my sessions with trainee teachers and meetings with parents and school governors.	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/Scratch%20in%20School.pdf	|Code=	45 T-16	|Room=	A	|DateNo=	2	|TimeNo=	3	|TimeName=	15:00-16:00	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	46	==
{{S13bcnEvent	|Serial=	39	|SID=	46	|Group=	3	|Title=	6-year olds can code	|Teaser=	kids can code, debug and be agile. Use scratch in the classroom to teach both the students and instructors. 	|Summary=	3 x 6 weeks of 1 hour lessons.  The first class teacher would then develop the work further to allow the project to progress.  We started with the "what is an animation?" using cartoons to give the students an idea. Each lesson I showed the Scratch environment and the initial reaction was one of fear but lesson 2 we talked about robots and how you give them instructions. Also in regards to plays and the stage directions and scripts.  As a class they instructed me on what to add or modify.  We tested as we went along and they were able to "debug",with a few hints. The joy and delight of achieving their first bit of programming was infectious	|Name=	Genevieve Smith-Nunes	|Affiliation=	Sussex Downs College	|CoPresenter=		|Type=	Workshop	| Title=	Scratch Zero to hero: Computer Science for Primary educators 	|Description=	"In this session we will use scratch to create animations, games and quizzes.  Algorithm is just a word! By the end of the session you will have an understanding of appropriate Computer Science terminology in context.

I will case study 3 different primary school projects that I have completed using scratch for animation, games and with Lego Wedo. This is what one of the Primary teachers had to say.
""Having an experienced lead Computer Science teacher run our first Scratch lessons,  with one class, last year, gave us the confidence to roll this out to all classes in Year 2 this year. It showed us that the children and teachers were more than capable of programming. Level 3 and gifted and talented ICT levels in last years trial class were far higher than other classes, where pupils had not been given the opportunity to show their  computing capability. This year at pupil interviews Year 2 girls and boys spoke with enthusiasm and excitement about creating their own games using Scratch  and becoming programmers.

Now we are working with Genevieve again, this time to extend the CPD opportunity to teachers beyond our own school, we hope to help other schools find the confidence to embrace the challenge of teaching a more rigerous programming content at KS1 and KS2.""

Provided in the workshop are lesson plans for teachers and a student resource workbook. After attending this workshop and with the aid of the resource materials the educators will be able to return to their schools able to teach Scratch to their students.

We will also take look at SNAP & ENCHANTING: Snap is an in browser version of Scratch which works on the iPad. Enchanting is ""scratch"" for NXT Mindstorms. (I will have 1 Wedo and 1 NXT with me)."	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/image.jpg	|Code=	46 I-3	|Room=	D	|DateNo=	2	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	47	==
{{S13bcnEvent	|Serial=	40	|SID=	47	|Group=	12	|Title=		|Teaser=		|Summary=		|Name=	Clare McInerney	|Affiliation=	Lero - the Irish Software Engineering Research Centre	|CoPresenter=		|Type=	Presentation	| Title=	Running a Scratch Competition	|Description=	"Have you thought about running a Scratch competition in your country, region, school or classroom? Do you want to hear some details about what is involved? Do you want some tips on how to get your own Scratch competition up and running? In this session I will share our experiences of running a national Scratch competition in Ireland since 2010 and demonstrate some winning projects. 

"	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/ClareMcInerneyProposal.zip	|Code=	47 T-12	|Room=	A	|DateNo=	2	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	48	==
{{S13bcnEvent	|Serial=	41	|SID=	48	|Group=		|Title=		|Teaser=		|Summary=		|Name=	Rocio Lara	|Affiliation=	Educational Area Manager / Training teacher	|CoPresenter=	"About RO-BOTICA
RO-BOTICA has been training teachers in scratch, among other systems, for almost two years and we know once teachers have some control with the program environment they are looking for new opportunities to improve and enrich their experiences. 
RO-BOTICA brought to Spain for the first time for sale in a store the picoboard, WeDo systems and Arduino board and started a series of hands on sessions to promote their use in schools; teachers' answer was great and now we can proudly say that we are a reference for them in this area.
http://ro-botica.com/WeDo_LEGO_Aula_Robotica.asp"	|Type=	Poster/Demo	| Title=	Official presentation and hands on session of new LEGO Mindstorms Education EV3 in Spain	|Description=	"The new programming environment in LEGO Mindstorms looks a lot like Scratch, and is using the logic from wood puzzles as structural metaphor. On the other hand the robot kit is going to be iOS and Android compatible and it will open to connecting to the world better than before. 
There are some approximations like “Enchanting” to program the NXT system in Scratch environment and it will be prognosticated that the new A Linux OS (very hackable!), which will be released under an Open Source license, could open new opportunities to developers and advanced teachers and students as well.
NXT system is well known everywhere and it opens a door to teach code in school, it's quite attractive for children, and it’s a good media to promote other systems and software environments.
Into the Poster/demo modality we will have the new EV3 robot to handle demonstrations and explain new features of the system. We will show as well new software environment and show several programming examples. Answer teachers questions about differences respect the NXT 2.1 and coming opportunities with this new model, real world interaction possibilities and combine work with scratch projects."	|File=		|Code=	48 P-	|Room=	A	|DateNo=	2	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	49	==
{{S13bcnEvent	|Serial=	42	|SID=	49	|Group=	19	|Title=		|Teaser=		|Summary=		|Name=	Rocio Lara	|Affiliation=	Educational Area Manager / Training teacher	|CoPresenter=	"About RO-BOTICA
RO-BOTICA has been training teachers in scratch, among other systems, for almost two years and we know once teachers have some control with the program environment they are looking for new opportunities to improve and enrich their experiences. 
RO-BOTICA brought to Spain for the first time for sale in a store the picoboard, WeDo systems and Arduino board and started a series of hands on sessions to promote their use in schools; teachers' answer was great and now we can proudly say that we are a reference for them in this area.
http://ro-botica.com/WeDo_LEGO_Aula_Robotica.asp"	|Type=	Presentation	| Title=	Official presentation of new LEGO Mindstorms Education EV3 in Spain	|Description=	"We will present officially the New LEGO Education Mindstorms EV3 product to the community, highlighting the general concept of introduce robotics and code in a simple way and present it as a continuity of the previous work started with scratch.
We will show as well new software environment and show several programming examples. Answer teachers questions about differences respect the NXT 2.1 and coming opportunities with this new model, real world interaction possibilities and combine work with scratch projects."	|File=		|Code=	49 T-19	|Room=	B	|DateNo=	3	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	2	|RoomName1=	LECTURE ROOM B	|RoomName2=	Dragon	|DateName1=	Samstag	|DateName2=	Saturday	|Date=	28.07.13	}}
==	50	==
{{S13bcnEvent	|Serial=	43	|SID=	50	|Group=	20	|Title=		|Teaser=		|Summary=		|Name=	Piotr Bała	|Affiliation=	N. Copernicus University	|CoPresenter=	"Marek Nowicki, N. Copernicus University
Michał Gawarkiewicz, N. Copernicus University
Lucyna Bała, School no. 8, Toruń"	|Type=	Presentation	| Title=	Scratch in Children University 	|Description=	In this presentaton we will describe how Scratch has been used in the Children University at N Copernicus University. We have used it to introduce childref of age 6-11 years to the computational thinking. We put spoecial attention to adopt children with the use of the computer and basic functionality such as drawing, editing and programming. We have developed own curriculum consisting of number of lessons adjusted to the children age. 	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/ud_iwe_2011_en.pdf	|Code=	50 T-20	|Room=	A	|DateNo=	3	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Samstag	|DateName2=	Saturday	|Date=	28.07.13	}}
==	51	==
{{S13bcnEvent	|Serial=	44	|SID=	51	|Group=		|Title=		|Teaser=		|Summary=		|Name=	Andrew Csizmadia	|Affiliation=	Senior Lecturer in ICT, Newman University, Birmingham, UK	|CoPresenter=	Alethe Bailey, Senior Lecturer in ICT, Newman University, Birmingham, UK	|Type=	Poster/Demo	| Title=	Discovering Computational Thinking Genes amongst Pre-service Teachers with Scratch and Scrape 	|Description=	"Computational Thinking is one of the key elements, along with Computing of the proposed national Programme of Study for Computing for schools in England. The phrase Computational Thinking continues to receive a great deal of attention as it cited as an outcome in a significant number of computer science education research projects and justification for the re-emerging of computing. However, the phrase is widely used without there being a consensus regarding a definition for Computational Thinking and strategies for assessing the development of Computational Thinking. We are interested in the ways that design-based learning activities, in particular programming interactive design media such as Scratch can support the development of Computational Thinking in pre-service teachers. 

This year working with a group of pre-service teachers, who designed and developed computer games to both explore and develop their understanding of computing principles and concepts, we investigated the Computational Thinking Framework developed by Brennan & Resnick (2012) and its key dimensions: computational concepts, computational practices and computational perspectives.

This poster illustrates the approach we undertook to practically assess the key dimensions of the Computational Thinking Framework as pre-service teachers learnt the art and craft of programming using Scratch to create computer games as a response to given design scenarios. In particular the poster focuses on utilising Scrape (Wolz, Hallberg & Taylor, 2011) as a viable tool for project portfolio analysis of digital artefacts created by the pre-service teachers. The poster illuminates how Scratch and Scrape can be utilised to enable a learner to discover the Computational Thinking dimensions that they engaged with in producing a computer game and enable the learner to critical self-reflect upon and identify their areas of developmental needs (Black & Wiliam, 1998)."	|File=		|Code=	51 P-	|Room=	A	|DateNo=	2	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	52	==
{{S13bcnEvent	|Serial=	45	|SID=	52	|Group=	21	|Title=		|Teaser=		|Summary=		|Name=	Samantha Edwards	|Affiliation=	Technology Volunteers, Warwick Volunteers, Warwick University	|CoPresenter=	Andrew Sula - Technology Volunteers, Warwick Volunteers, Warwick University, Thomas Preece - Technology Volunteers, Warwick Volunteers, Warwick University, Susan Ettenheim - Eleanor Roosevelt High School, New York	|Type=	Presentation	| Title=	An Exploration of Scratch Sensors with Creative Art Students in New York	|Description=	"In April 2013, Technology Volunteers visited Susan Ettenheim at the Eleanor Roosevelt High School in New York. Susan’s Creative Arts class had been exploring the use of physical sensors and animation within their curriculum and, after meeting at Scratch@MIT 2012, it became clear that there were creative areas of Scratch still to be explored.

This presentation shall reveal what we have learnt, and demonstrate some of the new creative applications we have found for Scratch."	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/New%20York%20Link.pdf	|Code=	52 T-21	|Room=	B	|DateNo=	3	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	2	|RoomName1=	LECTURE ROOM B	|RoomName2=	Dragon	|DateName1=	Samstag	|DateName2=	Saturday	|Date=	28.07.13	}}
==	53	==
{{S13bcnEvent	|Serial=	46	|SID=	53	|Group=	2	|Title=		|Teaser=		|Summary=		|Name=	Andrew Sula	|Affiliation=	Technology Volunteers, Warwick University	|CoPresenter=	"Sam Edwards, Technology Volunteers, Warwick University
Thomas Preece, Technology Volunteers, Warwick University"	|Type=	Ignite Presentation	| Title=	Homemade Scratch Sensors - Ignite Style	|Description=	"Scratch is a great tool for teaching the basics of computer programming, yet it also has much potential to show how hardware and software can interact. Technology Volunteers have been exploring the use of physical sensors and interfaces with Scratch.

Our fast-paced ‘Ignite Presentation’ will demonstrate the building of a simple physical interface to Scratch using a few buttons, a cardboard box lid and a Scratch PicoBoard. In only five minutes, we shall build the interface and write some Scratch games to show what it can do. These games will include a reaction-based game, and a ‘Simon’ memory game.

As we race to beat the clock, we will be talking through everything we do. If all goes well, you will see how easy creating physical interfaces for Scratch can be. If not, it will certainly be entertaining....

---

Please see http://go.warwick.ac.uk/TechVolunteers/Scratch2013/Ignite to view our short video.

---"	|File=		|Code=	53 I-2	|Room=	D	|DateNo=	2	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	54	==
{{S13bcnEvent	|Serial=	47	|SID=	54	|Group=	1	|Title=		|Teaser=		|Summary=		|Name=	Samantha Edwards	|Affiliation=	Technology Volunteers, Warwick Volunteers, Warwick University	|CoPresenter=	"Andrew Sula - Technology Volunteers, Warwick Volunteers, Warwick University
Thomas Preece - Technology Volunteers, Warwick Volunteers, Warwick University
Margaret Low - WMG, University of Warwick"	|Type=	Workshop	| Title=	Connecting Our Worlds	|Description=	This workshop will give participants the opportunity to build physical interfaces using a wide range of materials and calibrate them to enhance the existing capabilities of the Scratch Picoboard. The presenters will introduce some sample applications to demonstrate the possibilities for integrating sensors with Scratch. One example will include an interpretation of the popular Bop It game where you can use the homemade interface to Tilt It, Twist It, Bop It and Bend It to score points on a Scratch game. During the workshop the participants will have the opportunity to build their own sensor games and explore ideas for future applications.	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/Connecting%20Our%20Worlds%20Link.pdf	|Code=	54 W-1	|Room=	E	|DateNo=	1	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	5	|RoomName1=	FAMILY LAB	|RoomName2=	Wizard	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	56	==
{{S13bcnEvent	|Serial=	49	|SID=	56	|Group=	14	|Title=		|Teaser=		|Summary=		|Name=	Ricardo Pedrol	|Affiliation=	Zaragoza City of Knowledge	|CoPresenter=	Juan Carlos Lopez, Association High Abilities Without Limits.	|Type=	Presentation	| Title=	Robots take the classroom	|Description=	"Robots take the classroom
Learning to assemble parts into a robot, and then move it. That is the challenge that was proposed four years ago Juan Carlos Lopez, a member of AMPA CEIP Ariño Calixto, when he began to voluntarily provide a series of workshops to students of the school as an extracurricular activity. Since then, more than 50 young people have enjoyed learning of Robotics in the School, a pilot program that develops in the Calixto Ariño and has the support of the Zaragoza City of Knowledge Foundation, and the Association  High Abilities Without Limits."	|File=		|Code=	56 T-14	|Room=	D	|DateNo=	2	|TimeNo=	3	|TimeName=	15:00-16:00	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	57	==
{{S13bcnEvent	|Serial=	50	|SID=	57	|Group=	4	|Title=	Poppet Show - Scratch, Puppet, Sensors, Music and Audience	|Teaser=	Using rhythms and sounds, the audience will create music for the 'Poppet Show'.  At of the show they will be the performers.	|Summary=	"In the Scratch@MIT 2010 conference, we demonstrated a workshop environment in which analog media, Japanese traditional tools and digital technology including Scratch were incorporated for the participants to collaboratively create new meanings.  In the Scratch@MIT 2012, we developed this workshop by incorporating “Poppet”, a puppet play inspired by Japanese traditional “Bunraku” in which not only the puppets but also the performers, “Kuroko” are visible ingredients of the drama.
In the Scratch@Barcelona 2013, we’ll develop this workshop further so that the participants will collaborate to create music during a “Poppet show”. The puppet will interact with virtual character in an interactive Scratch project with sensors (nanoboard, kinect) and by incorporating live images and sounds.
We would like to demonstrate that the gap between the “High Ceiling” and “Low Floor” in Scratch can be bridged, by making high-quality expressions in the real world accessible to beginners and young children.
"	|Name=	Yasushi Harada	|Affiliation=	Future University Hakodate	|CoPresenter=	"Yoshiro Miyata, Chukyo University
Tomohiro Ueshiba, Chukyo University"	|Type=	Workshop	| Title=	"Poppet Show" - Scratch, Puppets, Sensors and Music - a Collaborative Performance with the Audience	|Description=	"In the Scratch@MIT 2010 conference, we demonstrated a workshop environment in which analog media, Japanese traditional tools and digital technology including Scratch were incorporated for the participants to collaboratively create new meanings.  In this conference, we developed this workshop by incorporating “Poppet”, a puppet play inspired by Japanese traditional “Bunraku” in which not only the puppets but also the performers, “Kuroko” are visible ingredients of the drama. 
In the Scratch Conference in 2013, we will develop this workshop further so that the participants will collaborate to create music during a “Poppet show”.

The Poppet will interact with virtual characters in an interactive Scratch project with sensors (nanoboards and/or kinect) and by incorporating live images and sounds.
We will start with a puppet show on the stage and the audience will create music for the story with rhythms and singing.  In the end the audience will be the performers in the show.
 We would like to demonstrate that the gap between the “High Ceiling” and “Low Floor” in Scratch can be bridged, by making high-quality expressions in the real world accessible to beginners and young children.
 We will also try to demonstrate the following points:
How Scratch can be used as a media tool for a group of people to collaborate to create some expression.
How we can create a high-quality design using Scratch and sensors.
How we can record and package the performance, with the “Real time video”, which we presented in the closing session of the Scratch@MIT 2008 Conference, to bring a reflective perspective to the workshop."	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/poppet.mov	|Code=	57 W-4	|Room=	E	|DateNo=	2	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	5	|RoomName1=	FAMILY LAB	|RoomName2=	Wizard	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	58	==
{{S13bcnEvent	|Serial=	51	|SID=	58	|Group=	4	|Title=		|Teaser=		|Summary=		|Name=	Jelena Hadzi-Puric	|Affiliation=	Faculty of Mathematics, University of Belgrade	|CoPresenter=	Nevenka Spalevic, Mathematical Grammar School, Serbian School with the High National Distinction Status	|Type=	Presentation	| Title=	Expand Your mind by solving difficult mathematical puzzles in Scratch	|Description=	"Is there any magnificent formula to make mathematics or computing the
most liked course in the curriculum?
We have tried hardly and managed to create each lecture as a performance by modulate cognitive load with: games (computer simulations made in Scratch), interactive learning activities (quiz made in Scratch),  case discussion (observe and change test case in integrated development environment like Scratch), engage pupils in modeling real-life activities (by creating suitable mathematical models in Scratch) and increase their comfort with information technology. We were delighted because our
pupils are capable not just to follow us intensively, but they, also,  can be completely devoted and enthusiastic in creating complete framework in Scratch that model tasks  from our national competitions in mathematics and computer science and visualize solutions. We have applied Scratch project as supporting teaching material even in courses that deal
 with operating systems and computer networks. Also, we are honored that our complete localization of user interface is used in Serbian high-schools and faculties."	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/puzzles.zip	|Code=	58 T-4	|Room=	B	|DateNo=	1	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	2	|RoomName1=	LECTURE ROOM B	|RoomName2=	Dragon	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	59	==
{{S13bcnEvent	|Serial=	52	|SID=	59	|Group=	13	|Title=	Learning to Teach or Teaching to Learn?	|Teaser=	The educational promise, Scratch, affordances and challenges, as seen through the eyes of children and their (student)teachers	|Summary=	Most children today are proficient at playing games on their mobile phones or communicating with their friends on social networks. So are student teachers. But what about creating an interactive game, story, or music experience? What about harnessing the power of technology to create meaningful educational challenges and in turn stimulate and develop higher order reasoning abilities? This project, involving 51 pre-service primary teachers and in excess of 200 primary children, provided experiences engaging in programming environments. Student teachers were introduced to and explored Scratch – a visual, block-based programming language developed at MIT. These same pre-service teachers then spent 8 weeks in local primary schools supporting 5th and 6th class primary children engaging in Scratch programming experiences. In the presentation we discuss the educational promise, the affordances and the challenges provided by Scratch, as seen through the eyes of primary children and their (student) teachers.	|Name=	Rory McGann	|Affiliation=	Mary Immaculate College	|CoPresenter=	Dr. Aisling Leavy, Mary Immaculate College	|Type=	Presentation	| Title=	Computer Programming in Initial Teacher Education and the Primary School	|Description=	Most children today are proficient at playing games on their mobile phones or communicating with their friends on social networks. So are student teachers. But what about creating an interactive game, story, or music experience? What about harnessing the power of technology to create meaningful educational challenges and in turn stimulate and develop higher order reasoning abilities? This project, involving 51 pre-service primary teachers and in excess of 200 primary children, provided experiences engaging in programming environments. Student teachers were introduced to and explored Scratch – a visual, block-based programming language developed at MIT. These same pre-service teachers then spent 8 weeks in local primary schools supporting 5th and 6th class primary children engaging in Scratch programming experiences. In the presentation we describe the transferable skills of collaboration, communication, reasoning, analytical thinking and problem solving that developed as a result of interacting in programming environments. We also discuss the educational promise, the affordances and the challenges provided, as seen through the eyes of primary children and their (student) teachers.	|File=		|Code=	59 T-13	|Room=	A	|DateNo=	2	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	60	==
{{S13bcnEvent	|Serial=	53	|SID=	60	|Group=		|Title=	Expanding Creative Mindset in World Museum Collaboration	|Teaser=	Collaboration in World Museum for expanding creative mindset to build a global learning community for 21.	|Summary=	"We will discuss the role of global collaboration as learning environments for the 21st century, drawing on our experiences in the World Museum Project (WMP: http://sns.hiroba.sist.chukyo-u.ac.jp/), a global network of many schools and museums to collaboratively create large artworks based on Scratch. 
 
In the WMP, the teachers and students have designed three types of collaboration:
 
    •    Collective: individually created small Scratch projects are included in a large project.  (E.g., World Friends Project).
    •    Dialogical: participants remix each others’ Scratch projects to carry on a dialogue. (E.g., World Friends on Tour Project)
    •    Integrative: participants work on a large artwork together.  (E.g., Kids Guernica Project)
 
We will discuss how the Creative Mindset expanded, in the course of several collaborative projects, from constructing meaning for individuals, to constructing sharable meanings, and to constructing learning communities across cultures and generations.  We then compare these observations with the learning process in real-world communities and discuss implications for building a global community in which we all contribute and learn from each other."	|Name=	Yoshiro Miyata	|Affiliation=	Chukyo University	|CoPresenter=	"Jose Manuel Sáez López, Universidad de Murcia, Spain
Lorraine Leo, Jackson School, USA
Srinuan Wongtrakoon, Baan Samkha Community School, Thailand"	|Type=	Poster/Demo	| Title=	World Museum Project – Expanding Creative Mindset in Global Collaboration	|Description=	"We have coordinated the World Museum Project (WMP: http://sns.hiroba.sist.chukyo-u.ac.jp/), a global network of many schools and museums around the five continents to collaboratively create large artworks based on Scratch.  In this presentation, we would like to discuss the role of such global collaboration as learning environments for the 21st century, drawing on our experiences in the WMP.  We will focus especially on the expansion of creativity from constructing meaning for individuals to constructing meaning sharable with others across cultures and generations.
 In the WMP, we have designed three types of collaboration (see the WMP website for details):
* Collective collaboration: participants contribute individually created small Scratch projects, which are included in a larger scale project based on Scratch.  (Example: World Friends Project).
* Dialogical collaboration: participants remix each others’ Scratch projects to carry on a dialogue.  (Example: World Friends on Tour Project).
* Integrative Collaboration: participants work on a large artwork together to discover a sharable meaning.  Example: Kids Guernica Project.
 These projects were developed by the teachers or sometimes by the children, as their interests and motivations grew.  We observed that the participants’ “Creative Mindset” (motivation to create something new) expanded from the products (creating interesting Scratch projects), to personal relationships (create good relationships), to meaning (create products with sharable meanings), and to communities (to create a community of learners).
　We will discuss how the Creative Mindset expanded in the course of several collaborative projects.  We then compare these observation with the learning process in real-world communities including the Baan Samkha Community in Thailand (aka community that learns) and discuss implications for building a global community in which we all contribute and learn from each other."	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/WorldFriendsLunchTour-s4.mov	|Code=	60 P-	|Room=	A	|DateNo=	2	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	61	==
{{S13bcnEvent	|Serial=	54	|SID=	61	|Group=	22	|Title=		|Teaser=		|Summary=		|Name=	Pablo Garaizar	|Affiliation=	Scratch Eguna (Scratch Day in the Basque Country)	|CoPresenter=	Pablo Garaizar - DeustoTech Learning, University of Deusto, Mercedes Jimeno Badiola - Physics and Chemistry teacher,  Nazaret zentroa, Gipuzkoa, Koldo Olaskoaga - teacher EASO Polytechnic Institute, Gipuzkoa, Oskia Alvarez Erburu - Arts & Crafts and ICT teacher, Urdaneta School, Bizkaia, Cultural educator and community artworker in Isuri Creative Services. All of them part of the organization team of Scratch Eguna http://scratcheguna.eu/	|Type=	Presentation	| Title=	Scratch Eguna: from Scratch Day to Scratch Every Day. Bringing computer programming into primary schools	|Description=	"Over the last years, Scratch community has grown tremendously worldwide. Undoubtedly, the Scratch Day initiative has a key role in the popularization of Scratch. However, a one-day effort is often not enough to create a local community. With this concern in mind, we designed Scratch Eguna, an educational project aimed to bring Scratch into primary schools in an innovative way.

Scratch Eguna is sequenced throughout the school year in various stages. First, spreading the initiative. Second, training school teachers. Third, mentoring the work of student teams at schools. Finally, the Scratch Eguna, a science fair where young programmers of 5th and 6th grades share their Scratch knowledge and provide live demos of their work in a non-competitive environment.

Scratch Eguna places the emphasis on the children. Through a learner-centered approach, enables children to lead their own learning process. Considering Scratch knowledge naivety of school teachers, they adopt the role of facilitators, fostering self-learning processes in their students. This approach has been tested over the last three years with very positive results. Consequently, the Scratch community of the Basque Country is bigger than ever and some of the schools are considering to develop programming skills as a part of their curricula. Moreover, Scratch Eguna has been endorsed by the Institute of Educational Technologies and Teachers Training of Spain with the ""Best Practices 2.0"" award.
Our aim is to continue improving the Scratch Eguna’s methodology to engage more and more people in this participative learning approach. Therefore, this year we will invite students from the 1st Stage of Secondary School to take part in Scratch Eguna in order to show new ways of using Scratch to younger participants. From our perspective, fostering teamwork, creativity, and interest in research are the most valuable outcomes of Scratch Eguna, and we firmly believe our future society will take advantage from them.
"	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/Scratch%20Eguna-%20from%20Scratch%20Day%20to%20Scratch%20every%20day.pdf	|Code=	61 T-22	|Room=	E	|DateNo=	3	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	5	|RoomName1=	FAMILY LAB	|RoomName2=	Wizard	|DateName1=	Samstag	|DateName2=	Saturday	|Date=	28.07.13	}}
==	62	==
{{S13bcnEvent	|Serial=	55	|SID=	62	|Group=	22	|Title=		|Teaser=		|Summary=		|Name=	Rubén del Río	|Affiliation=	University of Deusto	|CoPresenter=	Pablo Garaizar, DeustoTech Learning, University of Deusto	|Type=	Presentation	| Title=	Video-games 101: Unleashing the potential of students and teachers to create fun stuff	|Description=	"Since 2006, hundreds of learning resources about Scratch have been developed and shared through the Internet. Therefore, learning how to install Scratch, arrange the blocks, upload projects, or create simple animations is straightforward for younger scratchers. However, they often realize that knowing how to use the Scratch programming environment does not necessarily mean knowing how to develop video-games. Moreover, teachers are usually not aware that their Mathematics, Physics or Arts knowledge can easily turned into video-game programming skills. With the purpose of helping both students and teachers to develop their own video-games in mind, we have created an online course that will be open and freely available for everyone.

The course covers several kinds of video-games and provides step-by-step tutorials to build them from scratch. The first section explains typical videogame mechanisms (i.e., scores, stages, etc.). The second section shows how to build a simple “snake” game using Scratch 2.0 new features like cloning or saving high scores in the Cloud. Section 3 is aimed to create a “Pang” version where simple Physics knowledge is needed to define the movements of the balls. In the fourth section of the course, we use a “Pac-Man”-like game to introduce basic concepts of Artificial Intelligence. Section 5 is focused on horizontal scrolling games like “Super Mario”. Non-arcade video-games are explained in section 6 with a two-player “Checkers” videogame. Finally, miscellaneous demos and proof-of-concepts are shown in section 7.

We want to explain how to create completely finished games, not simple demos. Therefore, each section shows every aspect involved in their development (i.e., architecture, design, fx, coding). In summary, our aim is to create an environment where students and teachers could learn how to use their Mathematics, Physics, or Arts knowledge in a fun-oriented way."	|File=		|Code=	62 T-22	|Room=	E	|DateNo=	3	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	5	|RoomName1=	FAMILY LAB	|RoomName2=	Wizard	|DateName1=	Samstag	|DateName2=	Saturday	|Date=	28.07.13	}}
==	64	==
{{S13bcnEvent	|Serial=	57	|SID=	64	|Group=	2	|Title=		|Teaser=		|Summary=		|Name=	Jon Bustillo	|Affiliation=	University of the Basque Country	|CoPresenter=		|Type=	Ignite Presentation	| Title=	Learning Scratch in a prision	|Description=	"We have found that the influence of being working with Scratch goes beyond motivation and learning how to program (also important). Some professionals of the prison (not into the investigation) reported changes in the behavior of the prisoners who took part in the experiment. They said that they had observed a change in how prisoners organized their thinking way (more logical) and their communication skills. This effect comes back to the previous state some days after they stopped working with Scratch.
I know I've not enough data to demonstrate changes in the behavior & thinking process but I feel Scratch have had a direct influence"	|File=		|Code=	64 I-2	|Room=	D	|DateNo=	2	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	65	==
{{S13bcnEvent	|Serial=	58	|SID=	65	|Group=	24	|Title=		|Teaser=		|Summary=		|Name=	Olga Mironova	|Affiliation=	Tallinn University of Technology	|CoPresenter=	Kersti Antoi, Irina Amitan, Juri Vilipold, Jaan Ubi	|Type=	Presentation	| Title=	The Use of Scratch in Estonia	|Description=	"Since 2008, Scratch is being used, in Tallinn University of Technology (TUT), as a tool for teaching the fundamentals of programming for most specializations, including both the IT field as well as the students of other fields. It is essential, especially, for the non-information technology fields, for whom it enables an easier and quicker way of grasping the main concepts and methods of programming, algorithming and modeling as well as application development and design. Scratch is being used in first practice sessions – for 6 to 10 hours. The classes using Scratch are followed by making use of Visual Basic and, in the case of non-information technology students, of VBA. 
We have, for years, made use of Excel’s VBA, as a programming environment, whilst teaching to non-information technology students. According to our approach, VBA and Scratch have a lot in common. An Excel worksheet, is a big canvas, onto which a number of of graphical objects can be placed. There are a number of VBA methods and functions that that have unambiguous equivalents in the form of Scratch blocks (e.g. set color). We provide beginners with ready-made procedures, to be used as ‘black-boxes’. For example, we have procedures, that correspond to Scratch blocks wait, move, glide, touching etc. The primary control statements of VBA and Scratch are closely akin. All this enables a faster transition to more serious tasks we undertake in VBA.
As a result of our initiative, a non-mandatory course ‘Fundamentals of Application Development and Programming’ has been included in the curricula of Estonian high-schools. Currently we are in the final phase of developing study materials, testing them in pilot schools as well as during classes held for high school students and teachers in TUT. Scratch is used for programming – in the main module (20-25 hours). An additional module (10-15 hours), applies a text-based programming language – VBA or Python.
"	|File=		|Code=	65 T-24	|Room=	B	|DateNo=	2	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	2	|RoomName1=	LECTURE ROOM B	|RoomName2=	Dragon	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	66	==
{{S13bcnEvent	|Serial=	59	|SID=	66	|Group=	25	|Title=		|Teaser=		|Summary=		|Name=	Joao Orvalho	|Affiliation=	Polytechnic Institute of Coimbra - Portugal	|CoPresenter=	Carlos Joaquim Luis, Ana Rita Teixeira	|Type=	Presentation	| Title=	Time Learning Game with Special Educational Needs Children	|Description=	"Time is a complex issue. To understand its dimensions and relationships is needed a process of teaching and learning, which is not an easy task when dealing with students with special educational needs (SEN's), due to cognitive deficits, require activities that explore issues reflective, as is the case of time. For such, a game developed in Scratch for time learning, which is a concept fun and educational, for stimulating allowed students with dyslexia, with some form of cerebral palsy, impaired concentration, psychomotor developmental delay, between other dimensions flagged for special education and rehabilitation.
The Scratch game follows the model of traditional watch hands, easy to read and manipulation, where questions are raised accompanied by audio and written form. With the integration of sensors board Picoboard, the interaction with the clock to execute bids placed on issues may be made by a joystick, a steering wheel, a mouse, a external buttons to keyboard or other interface. As children have difficulty in accurately handling, the labelling of the hours and minutes, the pointer has a tolerance of 15 degrees to each side. The game has simple rules with 3 difficulty levels and was developed as part of a Masters of Human-Computer Interaction (HCI) program in Polytechnic  Institute of Coimbra - Portugal, where human factors of context and usability aspects are learning elements in Scratch. In this context of HCI, this experience serves to study and to analyse the impact of Scratch in the interactive educational environments with SEN children.
"	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/time_learning_game_sen_screens.pdf	|Code=	66 T-25	|Room=	B	|DateNo=	2	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	2	|RoomName1=	LECTURE ROOM B	|RoomName2=	Dragon	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	67	==
{{S13bcnEvent	|Serial=	60	|SID=	67	|Group=	1	|Title=		|Teaser=		|Summary=		|Name=	Champika Fernando	|Affiliation=	MIT Scratch Team	|CoPresenter=	Ricarose Roque, Sayamindu Dasgupta, John Maloney - MIT Scratch Team	|Type=	Workshop	| Title=	Introduction to Scratch 2.0	|Description=	New to Scratch 2.0? In this workshop, members of the MIT Scratch Team will introduce you to the big ideas underlying Scratch 2.0 and strategies for using it. We will explore and experiment with the basic features through hands-on activities. Learn how to create, remix, and share projects in your browser, create your own programming blocks, share sprites across projects, and much more! Please bring your own laptop. 	|File=		|Code=	67 W-1	|Room=	C	|DateNo=	1	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	3	|RoomName1=	LECTURE ROOM C	|RoomName2=	Girl Wizard	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	69	==
{{S13bcnEvent	|Serial=	62	|SID=	69	|Group=	5	|Title=		|Teaser=		|Summary=		|Name=	Sayamindu Dasgupta	|Affiliation=	MIT Scratchteam	|CoPresenter=	John Maloney, Ricarose Roque, Champika Fernando - MIT Scratchteam	|Type=	Workshop	| Title=	MapScratch: Geographical Information with Scratch 2.0	|Description=	MapScratch is an experimental (still unreleased) feature in Scratch 2.0 that allows users to create interactive tours, games, and data visualizations with real-world geographical data and maps. This workshop will introduce MapScratch to participants, who will get a chance to make and share projects using the experimental map blocks. The workshop will also include a discussion on possible applications of MapScratch in various contexts (science projects, storytelling, games, etc.). Participants are expected to be familiar with the basics of Scratch 2.0 and should bring their own laptop.	|File=		|Code=	69 W-5	|Room=	C	|DateNo=	2	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	3	|RoomName1=	LECTURE ROOM C	|RoomName2=	Girl Wizard	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	70	==
{{S13bcnEvent	|Serial=	63	|SID=	70	|Group=		|Title=		|Teaser=		|Summary=		|Name=	Ana Rita Assunção Teixeira	|Affiliation=	ESEC	|CoPresenter=	João Gilberto de Matos Orvalho, Diogo Ribeiro Sérgio - ESEC	|Type=	Presentation	| Title=	Scratch for visually impaired children – Fruit Slicer	|Description=	The idea of this study was to develop the game "Fruit Slicer" in Scratch using a new interaction form based on the recognition of sounds and textures. Fruit Slicer is based on the Fruit Ninja game for smartphones and tablets, but with a new approach to the game style and interaction. The game‘s implementation was based on the combination of the MakeyMakey board with the use of real fruit  as the controller. Instead of slicing fruits with his fingers through touch gestures in Fruit Slicer the player has to hit the corresponding fruit in front of him. The player can assimilate the shapes and textures of the fruits and hit them when the game calls out for them through audio signals.There are two different modes, classic and zen. In classic mode fruits are launched from the bottom of the screen.The player has to hit the corresponding fruit on screen with the real one in front of him, thus slicing it and scoring points. The fruits are launched randomly, and if one goes back to the starting point without being sliced, the player looses one life. In zen mode its the same gameplay but with a timer.In this mode the player doesn’t lose any lives. This type of interaction makes the gaming experience more immersive and fun to the players with the added educational knowledge they get from setting up and understanding how the controller work. The goal is for the player to interact with the system in a more immersive way, thus allowing new applications to target different populations. The great newness of using this concept is its adaptation to visually impaired children. The game is being  ongoing tested  by a small group  of visually impaired children and the  preliminary results  are very promising.  Consistent test will be done to measure the performance and the suitability of the game to the target population. The novelty of this work is to interpret the suitability of Scratch to new forms of interaction using a different target population: children with visual impairment.	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/FruitSlicer.zip	|Code=	70 P-	|Room=	A	|DateNo=	2	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	71	==
{{S13bcnEvent	|Serial=	64	|SID=	71	|Group=	1	|Title=	Computational thinking with Scratch in teachers education	|Teaser=	Learning Scratch for computational and creative thinking: as a new approach to enhance the primary school teacher education.	|Summary=	The teaching of ICT in schools has come in for much criticism. The question of what children should be learning in ICT lessons is one that increasingly preoccupies teachers and educators. This is a huge discussion in UK, USA and in some other countries. For example, in UK there has been a flurry of activity to introduce programming to children at an early age, ex. Code Club. In Portugal the education of primary teachers is mostly done by Colleges of Education. However, these schools do not prepare future teachers to teach the young to develop the interactive contents, developing logical problem solving. For this reason, at the College of Education Polytechnic Institute of Coimbra, four years ago we started a program of training of students in the 1st year of the degree of primary school teachers with Scratch. Over this time, we have followed their progress and see there are much to fix, especially in the development of the concept of computational thinking, and to change, especially in the thought of the ICT curriculum in primary schools.	|Name=	Joao Orvalho	|Affiliation=	Polytechnic  Institute of Coimbra - Portugal	|CoPresenter=		|Type=	Ignite Presentation	| Title=	Computational thinking: an experience of 4 years in primary teacher training in Coimbra-Portugal	|Description=	"We believe that programming with Scratch provides a context and set of opportunities for contributing to the active conversations about computational thinking. However, in the training of young school teachers, whose overwhelming majority are women, which should be the enthusiasts who begin programming with the young students, with at least 8 years old, there must be a reflection on:

- Are we clear about what is wrong with computer science and ICT in schools now ? 

- More importantly, are we all clear about exactly what we want learners to be able to achieve as a result of studying computer science?

(The full document is attached)
"	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/JO-conf_scratch__computational%20thinking.pdf	|Code=	71 I-1	|Room=	D	|DateNo=	1	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	72	==
{{S13bcnEvent	|Serial=	65	|SID=	72	|Group=	1	|Title=		|Teaser=		|Summary=		|Name=	Uwe Geisler	|Affiliation=	famity.de	|CoPresenter=		|Type=	Presentation	| Title=	Just 0 and 1? Science Shows on Computer Science - including live scratch programming with the audience	|Description=	"The author has proven that computer science basics may well be joyful and entertaining for a broad audience including kids at science communication events. These Science Shows so far cover as diverse topics as boolean logic, information theory and or complexity
which are didactically broken down to fit into time slots of 45 minutes or even less.
The talk gives a short overview on the work done so far and proposes a new piece in the series where there is live programming with scratch done with (and by) the audience. First experiences with that approach will be reported.

End of session description
--
Not to be included in the program:

Records include the following international conferences:
01.04.2009 International Seminar 'Preventing the brainware crisis'
   Schloss Dagstuhl, http://www.dagstuhl.de/09142
27. - 29.09.2010, Symposium ""25 Jahre Schulinformatik"" Austria
   http://it.ph-noe.ac.at/2011/?attachment_id=576
14.05.2011 ICT Konferenz der Pädagogischen Hochschule Bern, 
   http://kibs.ch or http://famity.de/20110514_PH-Bern_Tagungsprogramm.pdf

A piece of my work on youtube (TEDxYouth Conference):
http://www.youtube.com/watch?v=060qkEla37M (in german)"	|File=		|Code=	72 T-1	|Room=	A	|DateNo=	1	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	74	==
{{S13bcnEvent	|Serial=	66	|SID=	74	|Group=	10	|Title=		|Teaser=		|Summary=		|Name=	Martin Wollenweber	|Affiliation=	scratch-dach.info, the German language Scratch wiki	|CoPresenter=	Jonatan Mosner	|Type=	Panel Discussion	| Title=	International Scratch-Wikis in native languages: World Wide Wikis	
|Description=	Scratch and Wikis are a wonderful connection that now gets more international.<br />

Scratch Wikis are free, collaboratively-written wikis that provide information about the Scratch programming language and the website, history, and phenomena surrounding it. Scratch Wikis are a popular source of information for scripts and tutorials, and they continue to grow as Scratchers use them as their primary source of information.<br />

After the English Scratch Wiki started independently in 2008 as a grassroots movement “by Scratchers, for Scratchers”, the Scratch Team saw it and helped to establish it by integrating it in the Scratch website.<br />

The first international "sister-project" was the DACH-Scratch-Wiki in the German language that started in February 2012, again independently, and has over 300 articles and a very active community from Germany, Austria, and Switzerland. The Scratch Team decided to encourage Scratch communities of other languages to build up their own Wikis and to help them, but also to let them work independently.<br />

The informal German Scratch community, as authors both of the English and German Scratch-Wiki, and related articles in Wikipedia, found out how helpful Wikis can be:

* to motivate teenagers to keep using Scratch for longer, and transfer their experience to younger kids and new generations of Scratchers
* to build up communities of certain languages and connect them to each other
* to learn about MediaWiki and contribute in sharing knowledge worldwide not only related to Scratch but generally
* to build up connected knowledge-platforms for kids, teenagers, students, parents, teachers and scientists
* to make visual programming, and so programming itself, more popular 

'''If your native language is not English or you are interested in foreign languages, you are invited to found a wiki or contribute to an already existing Scratch Wiki of your native language.<br />

At Scratch Connecting Worlds 2013 in Barcelona we hope to meet other Scratch Wiki authors and admins and to motivate other language communities to build up their own native Scratch-Wikis, that could all be linked by [[Scratch Wiki:Interwiki|Interwiki]], like on Wikipedia.'''

If you are a group of >4 very interested Scratchers of your native language, we would like to help you starting with our experiences and ressource even before the Scratch2013BCN starts: Please write us to: '''info[ät]scratch-dach[dot]info.'''

By the way: It could be that Scratch and BYOB/Snap! are actually (as of February 2013) represented much better in the German Wikipedia than in the English one? (see [[Scratch-Wiki:Wikipedia Versionen des Scratch und BYOB Artikels abgleichen|here]]). Who of you wants to change that? Who of you wants to start with Spanish or a French Scratch-Wiki, and, after it has grown to an established and trustful source of knowledge about Scratch, use them as perfect references for Wikipedia articles in those languages? Possibilities are fantastic: You only have to make a start!

|File=		|Code=	74 T-10	|Room=	A	|DateNo=	1	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}


'''Übersetzung''': <br />
{{Zitat|Text=
''Scratch und Wikis sind wundervolle Verbindungen die jetzt internationaler werden.'' <br />

''Scratch Wikis sind freie, gemeinschaftlich geschriebene Wikis, die Informationen über die Programmiersprache Scratch, die Scratch Website, die Geschichte von Scratch und Phänomene rund um Scratch enthalten. Scratch Wikis sind eine bekannte Quelle von Informationen für Skripte und Tutorials und sie wachsen schnell da Scratcher sie als erste Quelle für Informationen nutzen.''<br />

''Nachdem das englische Scratch Wiki unabhängig im Jahr 2008 mit dem Motto "von Scratchern, für Scratcher" gegründet wurde, wurde das Scratch Team darauf aufmerksam und half, es zu etablieren, indem sie es in die Scratch Website integrierten.''<br />

''Das erste internationale "Schwester-Projekt" war das DACH-Scratch-Wiki in deutscher Sprache, das im Februar 2012, wieder unabhängig, gegründet wurde und über 300 Artikel und eine sehr aktive Gemeinschaft aus Deutschland, Österreich und der Schweiz zählt. Das Scratch Team hat beschlossen, Scratch Gemeinschaften anderer Sprachen zu ermutigen, zu helfen, ihre eigenen Wikis aufzubauen, aber gleichzeitig unabhängig zu arbeiten.''<br />

''Die inoffizielle deutsche Scratch Community, die Autoren des englischen und deutschen Scratch-Wikis und zusammenhängenden Artikeln in der Wikipedia sind, haben herausgefunden, wie hilfreich Wikis sein können:''
* ''Teenager zu motivieren, länger Scratch zu benutzen und ihre Erfahrungen an jüngere Kinder und neue Generationen von Scratchern weiter zu geben''
* ''Gemeinschaften bestimmter Sprachen aufzubauen und miteinander zu verbinden''
* ''Die Nutzung von MediaWiki zu lernen und mit dem  Teilen seines Wissens generell zur weltweiten Gemeinschaft beizutragen, nicht nur im Bezug auf Scratch ''
* ''Wissensplatformen für Kinder, Eltern, Schüler, Lehrer und Wissenschaftler aufbauen''
* ''visuelles Programmieren und Programmieren an sich bekannter zu machen''

''Wenn deine Muttersprache nicht Englisch ist oder du dich für fremde Sprachen interessierst bist du eingeladen, ein Wiki zu gründen oder zu einem bereits existierenden Wiki deiner Muttersprache beizutragen'' <br />

''Bei Scratch Connecting Worlds 2013 in Barcelona hoffen wir, weitere Scratch Wiki Autoren und Administratoren zu treffen, und Gemeinschaften anderer Sprachen dazu zu motivieren, ihre eigenen muttersprachlichen Scratch-Wikis aufzubauen, die alle mit Interwiki miteinander verknüpft werden könnten, so wie bei Wikipedia.'' <br />

''Übrigens: Es könnte sein, dass Scratch und BYOB tatsächlich (im Februar 2013) viel besser in der deutschen, als in der englischen Wikipedia repräsentiert sind. Wer von euch möchte das ändern? Wer von euch möchte mit einem spanischen oder französischen Scratch-Wiki beginnen und es, nachdem es zu einer etablierten und vertrauenswürdigen Quelle von Wissen über Scratch geworden ist, als Referenz für Wikipedia-Artikel in den jeweiligen Sprachen verwenden? Die Möglichkeiten sind fantastisch: Man muss nur damit anfangen! ''

|Werk=International Scratch-Wikis in native languages: World Wide Wikis|Autor=[[User:Mtwoll|Martin Wollenweber]]|Zeit=28. Februar 2013}}

==	75	==
{{S13bcnEvent	|Serial=	67	|SID=	75	|Group=		|Title=		|Teaser=	Make computing meaningful with collaboration, storytelling, and social issue themes-- Scratch It On	|Summary=	This poster describes a project where students from two American elementary classes, in different parts of the country, collaborated on Earth Day-themed progressive stories using Scratch. A group of students from the first class began the stories, then “passed it on” to the second class by sharing them on the Scratch website. Students from the second class then analyzed the story and code that had been written and continued the story by adding the next act. The developing story was passed back back and forth until completed. Throughout the project, the two classes were also involved in blogging and Skyping as a means to connect. The poster includes a discussion of how meaningful social contexts can help computing appeal to a wider variety of learners.	|Name=	Tyson Spraul	|Affiliation=	Fort Zumwalt School District / Shanghai American School	|CoPresenter=		|Type=	Poster/Demo	| Title=	Scratch It On: Creating a Progressive Story in Scratch	|Description=	This poster describes a project where students from two elementary classes, separated by a vast distance, collaborated on a progressive story. Using Scratch, students from one class created the beginning to a story and shared it on the Scratch website. Students from another class read both the text and code that had been written previously and continued the story by adding the next scene. The developing story was “passed” back back and forth until completed. Project design considerations and the challenges of long-distance collaboration between classes are discussed within the context of a “digital writer’s workshop”.	|File=		|Code=	75 P-	|Room=	A	|DateNo=	2	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	76	==
{{S13bcnEvent	|Serial=	68	|SID=	76	|Group=	2	|Title=		|Teaser=		|Summary=		|Name=	Brian Harvey	|Affiliation=	UC Berkeley	|CoPresenter=	"Jens Mönig, MioSoft Corp.
Dan Garcia, UC Berkeley
"	|Type=	Workshop	| Title=	Snap! (Build Your Own Blocks)	|Description=	"This workshop is for high school and college teachers of general-interest (""CS 0"") CS courses. It presents the programming environment used in two of the five initial AP CS Principles pilot courses.
SNAP! (Build Your Own Blocks) is a free, graphical, drag-and-drop programming language inspired by and modeled on Scratch. Scratch, designed for 8-14 year olds, models programs as ""scripts"" without names, arguments, or return values. SNAP! adds support for older learners (14-20) by adding named procedures (thus recursion), procedures as data (thus higher order functions) structured lists, and sprites as first class objects with inheritance.
Participants will learn SNAP! through discussion, programming exercises, and exploration. See http://snap.berkeley.edu for details. Laptop required."	|File=		|Code=	76 W-2	|Room=	E	|DateNo=	1	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	5	|RoomName1=	FAMILY LAB	|RoomName2=	Wizard	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	77	==
{{S13bcnEvent	|Serial=	69	|SID=	77	|Group=	3	|Title=		|Teaser=		|Summary=		|Name=	Dan Garcia	|Affiliation=	UC Berkeley	|CoPresenter=	"Brian Harvey, UC Berkeley (co-developer of BJC)
Jens Mönig, MioSoft (lead developer of Snap!)"	|Type=	Panel Discussion	| Title=	Transforming K-12 Computer Science: The Beauty and Joy of Computing	|Description=	"The Beauty and Joy of Computing (BJC) was chosen as one of the initial
pilots for a new Advanced Placement high school course to be
introduced in 2015. (Advanced Placement courses allow students to earn
college credit or placement if they do well on the final exam.) The
purpose of this course is to attract nontraditional computing students
(especially women and minorities, but also non-STEM majors) to the
breadth and depth of ideas in modern computer science. The United
States National Science Foundation wants to prepare 10,000 new high
school computer science teachers to teach the new AP course by 2015
(the ""CS10K"" effort).  We will each share our perspective on the course,
explaining the curriculum, results from teaching this for several years,
and talk about the development of ""Snap!"" (Build Your Own Blocks), a
graphical programming environment based on MIT's Scratch that we use.
http://bjc.berkeley.edu/
"	|File=		|Code=	77 D-3	|Room=	D	|DateNo=	2	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	78	==
{{S13bcnEvent	|Serial=	70	|SID=	78	|Group=		|Title=	Material Programming	|Teaser=	Material Programming is a visual programming development environment with material which means real blocks of Scratch.	|Summary=	"Increasing popularization of computers, programming is used by not only
professionals but also ordinal people. Therefore, we need more
easy-to-use programming environment rapidly. Scratch is a good example
because beginners can make a program easier such as building blocks on
screen. However, Scratch will not be able to assemble the block directly
by hand. So, we made real blocks of Scratch and also made a total
programming development environment using with real blocks.
Additionally, we observed people who use this environment in an exhibition."	|Name=	Tomohito YASHIRO	|Affiliation=	Future University Hakodate	|CoPresenter=	Kazushi MUKAIYAMA, Associate Professor at Future University Hakodate	|Type=	Poster/Demo	| Title=	Material Programming: A visual programming development environment with material	|Description=	"Increasing popularization of computers, programming is used by not only professionals but also ordinal people. Therefore, we need more easy-to-use programming environment rapidly. Scratch is a good example because beginners can make a program easier such as building blocks on screen. However, Scratch will not be able to assemble the block directly by hand. So, we made real blocks of Scratch and also made a total programming development environment using with real blocks. Additionally, we observed people who use this environment in an exhibition.
http://youtu.be/mNmLLsgHmSc"	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/screen_shot.png	|Code=	78 P-	|Room=	A	|DateNo=	2	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	79	==
{{S13bcnEvent	|Serial=	71	|SID=	79	|Group=	21	|Title=		|Teaser=		|Summary=		|Name=	Samir Saidani	|Affiliation=	Junior Studio	|CoPresenter=		|Type=	Presentation	| Title=	Playing Scratch with Multiple Hands : a Five-year Experience	|Description=	"Five years ago, we have started an initiative called Junior Studio. The Jr
Studio is a learning environment based on live sharing and creating
collaboratively, inspired by Pixar Studio innovative management and designed to
be lived as a just-in time learning experience. The initiative is organized in
video games and cartoons creation week trainings, 10 hours by session for the
younger ones, 30 hours for the older ones (more than 14 year's old). To date,
more than hundred young people have attented the Jr Studio trainings,
essentially based in Paris, with the collaboration of the Pompidou Center, and
Simon Lefranc Youth and Cultural Center. In this presentation, we will explain
how each training is managed, the way we let young people deal with project
management, the free software educational workflow we are using, and show some
videos of the way young people connect to their environment. We will propose at
the end some improvements to Scratch when used intensively for team projects."	|File=		|Code=	79 T-21	|Room=	B	|DateNo=	3	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	2	|RoomName1=	LECTURE ROOM B	|RoomName2=	Dragon	|DateName1=	Samstag	|DateName2=	Saturday	|Date=	28.07.13	}}
==	80	==
{{S13bcnEvent	|Serial=	72	|SID=	80	|Group=	5	|Title=		|Teaser=	Hear how young people program robot gardeners using enchanting and LEGO MINDSTORMS.  You can even have a go yourself!	|Summary=	Have you ever wondered where the food you eat is grown?  Or how we might continue to provide sufficient amounts as the world’s population rises?  Studies suggest that the world will need twice as much food by 2050 which will place significant pressures on farmers to squeeze more out of the land.  All this means rethinking how we farm.  What if we could give each plant exactly the right amount of everything it needed?  We'd maximise yield but not waste any resources.  Easy you say?  Is it, when some farms can cover thousands of hectares?  The answer... robots!  Over the summer the authors have been piloting The Robot Garden, an activity for use at Key Stage 3 and 4 to engage students with current topics in robotics research but also with the underpinning computer science.  Come along, program the robot gardeners (using LEGO MINDSTORMS robots programmed with Enchanting - based on Scratch) and hear about the successes and challenges we faced.  Workshop spaces are limited to 24.	|Name=	Claire Rocks	|Affiliation=	University of Warwick	|CoPresenter=	Russell Boyatt, Jane Sinclair	|Type=	Workshop	| Title=	The Robot Garden	|Description=	"Have you ever wondered where the food you eat is grown?  Or how we might continue to provide sufficient amounts as the world’s population rises?  Studies suggest that the world will need twice as much food by 2050 which will place significant pressures on farmers to squeeze more out of the land.  All this means rethinking how we farm.  What if we could give each plant exactly the right amount of everything it needed?  We'd maximise yield but not waste any resources...easy you say... but is it, when some farms can cover thousands of hectares?  The answer... robots!

Over the summer the authors have been piloting The Robot Garden, an activity for use at Key Stage 3 and 4 to engage students with current topics in robotics research but also with the underpinning computer science. 

Come along, program seed dispensing robots (using LEGO MINDSTORMS robots programmed with Enchanting - based on Scratch) and hear about the successes and challenges we faced.  
"	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/The%20Robot%20Garden.pdf	|Code=	80 W-5	|Room=	E	|DateNo=	2	|TimeNo=	3	|TimeName=	15:00-16:00	|RoomNo=	5	|RoomName1=	FAMILY LAB	|RoomName2=	Wizard	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	82	==
{{S13bcnEvent	|Serial=	74	|SID=	82	|Group=	3	|Title=		|Teaser=		|Summary=		|Name=	Sayamindu Dasgupta	|Affiliation=	MIT Scratch Team	|CoPresenter=	"John Maloney, MIT Scratch Team
Ricarose Roque,  MIT Scratch Team
Champika Fernando, MIT Scratch Team"	|Type=	Workshop	| Title=	Scratch 2.0: Diving Deeper	|Description=	Scratch 2.0 adds a variety of advanced programming features, making possible new types of projects, and connecting to important computer-science concepts. In this workshop, we will explore some of these programming features through hands-on activities, show-and-tell, and discussions. Topics we will cover include how to create procedures, explore recursion, spawn new sprites from ... and store variables and lists in the cloud. Participants are expected to be familiar with the basics of Scratch 2.0 and should bring their own laptop.	|File=		|Code=	82 W-3	|Room=	E	|DateNo=	1	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	5	|RoomName1=	FAMILY LAB	|RoomName2=	Wizard	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	83	==
{{S13bcnEvent	|Serial=	75	|SID=	83	|Group=	28	|Title=		|Teaser=		|Summary=		|Name=	Xabier Basogain Olabe	|Affiliation=	University of Basque Country	|CoPresenter=		|Type=	Presentation	| Title=	Fostering the Study of Scratch in Schools of Education through Seminars and Webinars	|Description=	"This article describes a set of experiences that took place over the 2012-13 academic calendar in three Spanish Schools of Education on the topic of the use of Scratch.
The goal of these experiences was to present the Scratch programming environment to future teachers of elementary school. These teachers will soon experience curricular changes in their future profession. These changes include the integration of the computer as part of the curriculum.
During these meetings we explored the current content of mathematics in the curriculum. This exploration revealed that the majority of problems studied in mathematics respond to a common structure. We called these problems type-A problems. 
The Program for International Student Assessment (PISA) in its report of achievement levels in mathematics indicates a general low performance. In addition, type-A problems are found to be of little value in normal life.
Type-B problems are essentially different from type-A problems. They are part of our everyday life. These problems present a structure and type of solutions different from type-A problems. Type-B problems require and environment where we can experiment with designs and implement solutions.
We can explore type-B problems using Scratch. It provides us with an interactive environment where we can experiment with designs and implement solutions.
We collected feedback from the participating students. This feedback was collected through quizzes and questionnaires, and will be presented during the conference. 
The students of the University of Alicante and the University of the Basque Country participated in face to face seminars, while the students of the University of Extremadura participated via webinars.
This experience has allowed us to discover the relative little value attached to type-A problems. Type-B problems on the other hand have been found to be of great value and interest. Scratch was the environment that allowed us to explore type-B problems."	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/Xabier_Basogain_suporting%20material.pdf	|Code=	83 T-28	|Room=	B	|DateNo=	3	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	2	|RoomName1=	LECTURE ROOM B	|RoomName2=	Dragon	|DateName1=	Samstag	|DateName2=	Saturday	|Date=	28.07.13	}}
==	84	==
{{S13bcnEvent	|Serial=	76	|SID=	84	|Group=	6	|Title=		|Teaser=	Learn how to program extensions for Snap! and start interacting with the real world!	|Summary=		|Name=	Connor Hudson	|Affiliation=	Self	|CoPresenter=		|Type=	Workshop	| Title=	Creating Hardware Extensions for Snap!	|Description=	"In this workshop, participants will learn how to create hardware extensions for the Snap! programming language. Participants will get hands-on experience with:
• The Python language
• Finding compatible hardware
• Setting goals for your extension
• Finding a Python hardware library
• Connecting the hardware to Snap!
• Creating hardware-specific blocks
"	|File=		|Code=	84 W-6	|Room=	E	|DateNo=	3	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	5	|RoomName1=	FAMILY LAB	|RoomName2=	Wizard	|DateName1=	Samstag	|DateName2=	Saturday	|Date=	28.07.13	}}
==	85	==
{{S13bcnEvent	|Serial=	77	|SID=	85	|Group=	19	|Title=		|Teaser=	Scratch 2.0 is web-based, which limits the ability to connect to the physical world. See how Snap! connects to the real world	|Summary=		|Name=	Connor Hudson	|Affiliation=	Self	|CoPresenter=		|Type=	Presentation	| Title=	Hello World: Interfacing a Web-based Programming Language with the Real World	|Description=	What if you had an easy way to add ‘hackability’ to hardware with a student-friendly, easy-to-learn programming platform? Using Snap! and Python, it’s easy to code hardware extensions for practically anything that connects to a computer. This presentation discusses the process of making a hardware extension for Snap!, and the many possibilities for combining hardware platforms with the visual metaphor of Scratch.	|File=		|Code=	85 T-19	|Room=	A	|DateNo=	1	|TimeNo=	3	|TimeName=	15:00-16:00	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	86	==
{{S13bcnEvent	|Serial=	78	|SID=	86	|Group=	1	|Title=		|Teaser=		|Summary=		|Name=	Christophe THOMAS	|Affiliation=	Forum Education Science Culture	|CoPresenter=	Forum Education Science Culture is a non profit structure based in Saint Gratien near PARIS in France. 	|Type=	Ignite Presentation	| Title=	Top Scratch : creativity tool to imagine and program games with Scratch	|Description=	"Top Scratch is a new approach to imagine and program games with Scratch. This is the return of experience of our programming club to develop a new kind of pedagogy of programming game with SCRATCH. The purpose of Top Scratch is to help children to be more creative when they create their game. They have to think of the ""WHAT"" before the ""HOW TO"".
"	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/Top-Scratch_Ignite_presentation_2013.zip	|Code=	86 I-1	|Room=	D	|DateNo=	1	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	87	==
{{S13bcnEvent	|Serial=	79	|SID=	87	|Group=	29	|Title=		|Teaser=		|Summary=		|Name=	Eduard Muntaner Perich	|Affiliation=	University of Girona	|CoPresenter=	"In situ (BCN): Jordi Freixenet
Videoconference: children of Shanti Bhavan school (Tamil Nadu, India)
"	|Type=	Presentation	| Title=	Inventors4Change. Invent the change you wish to see in the world	|Description=	"Inventors4Change is a new project led by the University of Girona (Spain). After an experience in a rural school in southern India, where we developed Robotics & Scratch workshops, and after more recent and similar experiences in some Catalan schools which are problematic because of their high rates of immigration, our team is convinced that robotics and programming (and other ICT-Media technologies) can become very important tools for introducing Development Education (DE) in schools, in both North and South countries. And we are convinced that these technologies will help to turn children into critical thinkers and agents of change in their communities, motivated and creative.
Inventors4Change aims to provide tools to the children so they can invent for themselves the changes they want to see in the world. The project will consist of a network of schools and organizations which use Technologies for Creative Learning in DE issues. The project will have a website where the main users will be children, and Scratch will have a central role in the portal. Periodically, we will launch thematic challenges (that will address major problems of humanity: hunger, poverty, global warming, etc.), open to children around the world, who will share their Scratch projects with their solutions and inventions. The open challenges are designed to connect children from around the world and allow them to work together, cooperate, and share interest in the same project.
The idea of the project received 2 awards: MovimientoE3-Telefónica award, and #IdeasParaMejorarElMundo (Univ. of Salamanca).
A member of our team will be working in a rural school for poor children in India during the conference, and we set up a videoconference, letting the children explain their experiences.
This project is driven by UdiGital, a strategic research unit of the University of Girona in the field of ICTs and Multimedia."	|File=		|Code=	87 T-29	|Room=	F	|DateNo=	3	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	6	|RoomName1=	OFFICE	|RoomName2=	Gobo	|DateName1=	Samstag	|DateName2=	Saturday	|Date=	28.07.13	}}
==	88	==
{{S13bcnEvent	|Serial=	80	|SID=	88	|Group=	2	|Title=		|Teaser=		|Summary=		|Name=	Alberto Barbero	|Affiliation=	Dschola (Torino) & I.I.S. "Vallauri" (Fossano) - Italy 	|CoPresenter=	"Eleonora Pantò
Dschola (Torino) & CSP (Torino) - Italy
eleonora.panto@gmail.com"	|Type=	Ignite Presentation	| Title=	Italian Scratch Festival	|Description=	This paper illustrates the experience of the Italian Scratch Festival organized by the Association Dschola in 2012 and 2013. The idea of promoting with a contest the use of a programing language like Scratch for the teaching of computer technology during the first two years of technical institutions, results from a process that began some years ago within the Association following the reform of upper secondary schools.   The simplicity and directness of the Scratch language, along with the inclusion of multimedia, make it a good tool to motivate students to learn the basics of programming.	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/Scratch%20Conference_%20Barbero_Pant%C3%B2.pdf	|Code=	88 I-2	|Room=	D	|DateNo=	2	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	89	==
{{S13bcnEvent	|Serial=	81	|SID=	89	|Group=	18	|Title=		|Teaser=		|Summary=		|Name=	Mariona Niell Colom	|Affiliation=	University of Girona	|CoPresenter=	Eduard Muntaner-Perich, Xavier Lladó, Marta Peracaula, Meritxell Estebanell, Joan Vallès, Jordi Freixenet - University of Girona	|Type=	Ignite Presentation	| Title=	Combining visual art and computational thinking. Successful activities for primary school students.	|Description=	In this work we present successful examples of activities for primary schools which combine visual art and computational thinking. Our proposals have been inspired on the guidelines proposed by the MIT LLK group, “CREATIVE COMPUTING a design-based introduction to computational thinking”. This reference document described 20 sessions of 1 hour each, covering topics such arts, games and stories, as a way for students to explore different genres of creative expression and form, while developing familiarity and fluency with computational concepts and practices. From this starting point, we modified and extended some of the sessions to include visual art activities (new sessions last approximately 3 hours). For example, there is one session referred as “about me”, where students create an interactive project with Scratch with the goal of presenting themselves. We complemented this session by experimenting with self-portraits. Mainly, we take full profit of this session to let students think about themselves, by using different ways of expression such as writing, scratching and drawing while practicing observation and learning by doing. We provide within this activity mirrors, brushes, pencils, and colours that are used by students to create different self-portraits while practicing with several creative learning steps: to create, to share, to communicate, to expose, to interact, to cooperate, to reflect thoughts, to learn from others, etc... We also complemented with art activities the session “build a band” and we work with storyboards the sessions dedicated to create “games”. We have applied these new activities with 3 different primary schools in Catalonia, involving approximately eighty students. Our experience has been very satisfactory and we firmly believe that these sessions fit perfectly the Catalan curriculum of primary education in the artistic education area.	|File=		|Code=	89 T-18	|Room=	A	|DateNo=	3	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Samstag	|DateName2=	Saturday	|Date=	28.07.13	}}
==	90	==
{{S13bcnEvent	|Serial=	82	|SID=	90	|Group=	18	|Title=		|Teaser=		|Summary=		|Name=	Jordi Freixenet	|Affiliation=	University of Girona	|CoPresenter=	Eduard Muntaner-Perich, Mariona Niell Colom, Marta Peracaula - University of Girona	|Type=	Ignite Presentation	| Title=	2on year of TICTAC Project: Creativity as a driver of Human Development	|Description=	"In summer 2012 we presented the TICTAC project in the Scratch conference that took place in Boston. At this moment we developed eight workshops where, through ICTs (specifically Educational Robotics and Scratch), creativity and critical thinking of children were encouraged using Constructionism ideas. Since there, we have been working with the same students for a second year. In this presentation we want to show what we learnt from first year project, and how we try to improve the design of the activities for the second year. We will present a set of eight new workshops, showing also the obtained results. We evaluate the workshops by means of surveys done by students and teachers, as well as creativity tests (children did these tests at the beginning, middle and at the end of the project). 

TICTAC is a Development Cooperation project of the University of Girona focused on helping two elementary schools in Catalonia. These two schools, in the cities of Girona and Salt have very high immigration rates (greater than 85%), and are in danger of becoming “ghetto schools”. The two schools have regularly visited UdiGital.edu for two years, where they actively participated in several workshops and activities designed by our team. In a very significant part of these activities children use Scratch to learn to express themselves creatively through technology, and then as they progress, they participate in workshops of different nature: LEGO robots, art, science, astronomy and technological gymkhanas in the city. 

The long term goal is that these children will become agents of change, creative and innovative in their own communities, and, committed to their social reality they will be able to propose new alternatives to improve their quality of life, and to implement projects to create wealth in different social fields. 

More information in this video (with English subtitles):
http://vimeo.com/60671487
And in our blog (in Catalan):
http://udigital.udg.edu"	|File=		|Code=	90 T-18	|Room=	A	|DateNo=	3	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Samstag	|DateName2=	Saturday	|Date=	28.07.13	}}
==	91	==
{{S13bcnEvent	|Serial=	83	|SID=	91	|Group=	2	|Title=		|Teaser=		|Summary=		|Name=	Drew Buddie	|Affiliation=	Royal Masonic School, Enland	|CoPresenter=	None but am willing to resent with others	|Type=	Workshop	| Title=	Making musical instruments with Scratch	|Description=	In this workshop I will show a range of Scratch 'games' originally & authentically created by my students as their first forays into the use of Scratch.  Attendees will get the chance to play with Makey Makeys to interact with the 'instruments'.	|File=		|Code=	91 W-2	|Room=	C	|DateNo=	1	|TimeNo=	3	|TimeName=	15:00-16:00	|RoomNo=	3	|RoomName1=	LECTURE ROOM C	|RoomName2=	Girl Wizard	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	95	==
{{S13bcnEvent	|Serial=	86	|SID=	95	|Group=	1	|Title=		|Teaser=		|Summary=		|Name=	Drew Buddie	|Affiliation=	Royal Masonic School	|CoPresenter=	None	|Type=	Ignite Presentation	| Title=	20 kinds of game	|Description=	In this ignite-style presentation I will show 20 different examples of gameplay that can easily be incorporated into Scratch games. The games shown have all been created by the young female students that I teach.	|File=		|Code=	95 I-1	|Room=	D	|DateNo=	1	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	96	==
{{S13bcnEvent	|Serial=	87	|SID=	96	|Group=	11	|Title=		|Teaser=		|Summary=		|Name=	Drew Buddie	|Affiliation=	Royal Masonic School	|CoPresenter=	None but willing to present with others	|Type=	Presentation	| Title=	Using Jesse Schell's Learning Lenses to build Scratch games	|Description=	In this session I will discuss the 'Learning Lenses' devised by Jesse Schell and how they can be used by students to devise and build innovative games using Scratch. Attendees will beable to discuss their ideas as they relate to the Learning Lenses.	|File=		|Code=	96 T-11	|Room=	B	|DateNo=	1	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	2	|RoomName1=	LECTURE ROOM B	|RoomName2=	Dragon	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	97	==
{{S13bcnEvent	|Serial=	88	|SID=	97	|Group=		|Title=		|Teaser=		|Summary=		|Name=	Drew Buddie	|Affiliation=	Royal Masonic School	|CoPresenter=	None but happy to present with others	|Type=	Poster/Demo	| Title=	A child's eye view of Scratch	|Description=	This poster/demo session will consist of a series of resources produced by my students that show how they built games from scratch in Scratch to support their work in other school subjects.	|File=		|Code=	97 P-	|Room=	A	|DateNo=	2	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	98	==
{{S13bcnEvent	|Serial=	89	|SID=	98	|Group=	2	|Title=		|Teaser=		|Summary=		|Name=	Stephen Howell	|Affiliation=	Institute of Technology Tallaght, Dublin, Ireland	|CoPresenter=		|Type=	Workshop	| Title=	Kinect2Scratch	|Description=	Workshop on Kinect2Scratch: how to program games for the Kinect using Scratch. http://scratch.saorog.com/	|File=		|Code=	98 W-2	|Room=	E	|DateNo=	1	|TimeNo=	3	|TimeName=	15:00-16:00	|RoomNo=	5	|RoomName1=	FAMILY LAB	|RoomName2=	Wizard	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	99	==
{{S13bcnEvent	|Serial=	90	|SID=	99	|Group=	1	|Title=		|Teaser=		|Summary=		|Name=	Stephen Howell	|Affiliation=	Institute of Technology Tallaght, Dublin, Ireland	|CoPresenter=		|Type=	Panel Discussion	| Title=	Connecting Scratch to the Real World; Robots, LEAP, Kinect, Arduino...	|Description=	Propose a panel for developers of software that connects to Scratch and their/hopes and plans for Scratch 2.0 and beyond	|File=		|Code=	99 D-1	|Room=	D	|DateNo=	1	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	100	==
{{S13bcnEvent	|Serial=	91	|SID=	100	|Group=	27	|Title=		|Teaser=		|Summary=		|Name=	Stephen Howell	|Affiliation=	Institute of Technology Tallaght, Dublin, Ireland	|CoPresenter=		|Type=	Presentation	| Title=	LEAP2Scratch, programming with the LEAPMotion controller in Scratch	|Description=	Prototype video very popular, I think it would make a good presentation and/or workshop http://www.youtube.com/watch?v=LYMzgY64bms	|File=		|Code=	100 T-27	|Room=	F	|DateNo=	3	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	6	|RoomName1=	OFFICE	|RoomName2=	Gobo	|DateName1=	Samstag	|DateName2=	Saturday	|Date=	28.07.13	}}
==	101	==
{{S13bcnEvent	|Serial=	92	|SID=	101	|Group=	2	|Title=		|Teaser=		|Summary=		|Name=	Stephen Howell	|Affiliation=	Institute of Technology Tallaght, Dublin, Ireland	|CoPresenter=		|Type=	Ignite Presentation	| Title=	Teaching kids to program using Scratch and the Kinect	|Description=	"My Ignite talk is here: http://www.youtube.com/watch?v=LpPDnRVIYcM
I think it would be topical for the conference :)"	|File=		|Code=	101 I-2	|Room=	D	|DateNo=	1	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	102	==
{{S13bcnEvent	|Serial=	93	|SID=	102	|Group=		|Title=		|Teaser=		|Summary=		|Name=	Stephen Howell	|Affiliation=	Institute of Technology Tallaght, Dublin, Ireland	|CoPresenter=		|Type=	Poster/Demo	| Title=	Scratch in CoderDojo, Schools and Colleges in Ireland	|Description=	"We're using Scratch to teach kids programming both in formal school settings and after-school clubs like CoderDojo. 
I'd like to show how we're using it with CoderDojo tutorials like this:
http://scratch.saorog.com/blog.php/index.php/coderdojo-scratch-tutorials/
and college resources like these:
https://dspace.ndlr.ie/browse?type=author&value=Howell%2C+Stephen"	|File=		|Code=	102 P-	|Room=	A	|DateNo=	2	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	103	==
{{S13bcnEvent	|Serial=	94	|SID=	103	|Group=		|Title=		|Teaser=		|Summary=		|Name=	Tim Radvan	|Affiliation=	~blob8108	|CoPresenter=		|Type=	Poster/Demo	| Title=	Kurt: Scratch projects in Python	|Description=	"Kurt's a Python library for reading and writing Scratch project files.

It's been used in projects such as Hairball, a framework for static analysis of Scratch projects which was presented at SIGCSE; and ScratchNXC, which compiles a subset of Scratch commands to Mindstorms NXT programs.

Kurt also includes a compiler, which converts all the scripts in a project to text-based scratchblocks code, as used on the forums, and converts all the costumes to image files.

You can use kurt for:
* generating projects from Python code
* analysing projects
* converting to other formats

I'll talk about what kurt can do, how to use it, and might demonstrate a couple of projects."	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/Kurt%20proposal.pdf	|Code=	103 T-	|Room=	F	|DateNo=	3	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	6	|RoomName1=	OFFICE	|RoomName2=	Gobo	|DateName1=	Samstag	|DateName2=	Saturday	|Date=	28.07.13	}}
==	104	==
{{S13bcnEvent	|Serial=	95	|SID=	104	|Group=	30	|Title=		|Teaser=		|Summary=		|Name=	Vanessa Perez	|Affiliation=	Tomlinson Middle School	|CoPresenter=		|Type=	Panel Discussion	| Title=	Computer Science for Preteens	|Description=	A panel discussing how computer science is presented and/or prioritized amongst different countries for the preteen age group with particular attention to stratification in terms of gender, race, income, and children with developmental disabilities.	|File=		|Code=	104 T-30	|Room=	B	|DateNo=	2	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	2	|RoomName1=	LECTURE ROOM B	|RoomName2=	Dragon	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	105	==
{{S13bcnEvent	|Serial=	96	|SID=	105	|Group=	6	|Title=		|Teaser=		|Summary=		|Name=	Boris Susanj	|Affiliation=	ACAB Srl	|CoPresenter=	Michele Cagol, Free university of Bozen	|Type=	Workshop	| Title=	Scratch and a sensorboard as a tool for classroom integration. 	|Description=	The workshop aims to provide an innovative approach on using Scratch and sensor boards for developing personalized support and didactics opportunities to disabled students. A new version of the Scratchboard has been created by an Italian team of teachers, educators and engineers for this purpose and in order to provide a better experience to impaired users and other people with accessibility or cognitive issues. With a simple and friendly environment like Scratch and a small and economic add-on like a sensor board we’re now able to cut average costs of individualized intervention and project development in the case of kids with special needs. As for the learning circle proposed by constructivism and Scratch itself, we believe in the idea that also disabled people should be able to evolve usage models, learning strategies and keep doing it for their entire life, not just before buying a new instrument. Sensors, buttons, triggers, you name it, can be easily created with spare stuff as learned in our workshop with the Scratchboard, the basic idea is to provide the same opportunity to disabled students and to educators that will take care of them. Scratch and sensor boards will supply the missing part of the equation being that commercial aids and resources are still so expensive and scarcely known that are almost neglected, hard to find or simply not used in the average school. Nevertheless the board will not substitute professional material and more sophisticated aids, will instead provide an economical, easy to develop test and set up environment for creating new accessible learning paths, creating better opportunities to choose actively and after contextual reflections and experimentations on what’s best for that kid, for this environment, goals, learning needs, difficulties. 	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/DSCF1474.jpg	|Code=	105 W-6	|Room=	C	|DateNo=	3	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	3	|RoomName1=	LECTURE ROOM C	|RoomName2=	Girl Wizard	|DateName1=	Samstag	|DateName2=	Saturday	|Date=	28.07.13	}}
==	106	==
{{S13bcnEvent	|Serial=	97	|SID=	106	|Group=		|Title=	Snap! Extensions	|Teaser=	Want to program robots with Scratch/Snap! or make games that use Wii remotes? See Snap! control Lego NXTs, Wii remotes and more	|Summary=	"Snap! extensions connect the visual metaphor of Scratch/Snap! with the real world.
This poster session will demonstrate several hardware interfaces for Snap!, including interfaces for the Lego Mindstorms NXT, Nintendo Wii remotes, Parallax S2 robots, and more. "	|Name=	Connor Hudson	|Affiliation=	Self	|CoPresenter=		|Type=	Poster/Demo	| Title=	Snap-NXT and WiiSnap	|Description=	Snap-NXT and WiiSnap are hardware interface programs for the Snap! language. They allow the visual metaphor of Snap!/Scratch to be combined with the Lego Mindstorms NXT robot system and Nintendo Wii remotes.	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/Proposal.mov	|Code=	106 P-	|Room=	A	|DateNo=	2	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	107	==
{{S13bcnEvent	|Serial=	98	|SID=	107	|Group=	2	|Title=	Snap! and the Real World	|Teaser=	Explore the possibilities of connecting Snap! with the real world and programming with multiple hardware interfaces.	|Summary=		|Name=	Connor Hudson	|Affiliation=	Self	|CoPresenter=		|Type=	Ignite Presentation	| Title=	Snap! and Hardware	|Description=	This presentation discusses the possibilities opened up by combining hardware and the visual metaphor of Snap!/Scratch, and what projects are possible by using multiple hardware interfaces with Snap!.	|File=		|Code=	107 I-2	|Room=	D	|DateNo=	1	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	108	==
{{S13bcnEvent	|Serial=	99	|SID=	108	|Group=	2	|Title=	Supporting Computer Science in Schools	|Teaser=	What do educators consider to be enabling factors and barriers to wider adoption of Computer Science activities?	|Summary=	"What do educators consider to be enabling factors and barriers to wider adoption of Computer Science activities?  An exploration of how educational frameworks enable and support CS activities in schools, and exploration of strategies to remove barriers.
 
Peter Donaldson, Margaret Low, Claire Rocks and Genevieve Smith-Nunes are active members of the Computing At School (CAS) group in the UK, which supports the teaching of Computer Science in schools.  CAS combines a grass roots network (of teachers, academics and industry professionals) with political lobbying at a national level.  The group has grown rapidly and now has >4000 members, creating a network of over 30 regional hubs across the UK.  Hubs hold regular informal meetings for local teachers where they can discuss, share ideas, resources and best practice.
 
In Ireland, Clare McInerney is actively involved in computer science education in schools. She has been introducing programming to primary and secondary schools for a number of years and she supports teachers through materials development (scratch.ie) and teacher training.  The 2013/2014 reform of the junior cycle will enable computer science to feature on the Irish curriculum as a short course (100 hours) that will be assessed."	|Name=	Margaret Low (organizing)	|Affiliation=	WMG, University of Warwick	|CoPresenter=	"Panel:
Peter Donaldson, CAS Scotland, Crieff High School, Perth and Kinross, UK
Clare McInerney, Education and Outreach Officer, Lero – The Irish Software Engineering Research Centre, University of Limerick, Ireland.
Claire Rocks, Computer Science, University of Warwick, UK
Frank Sabate, Escola Projecte, Barcelona, Spain.
Genevieve Smith-Nunes, CAS Master teacher & Hub Leader, Sussex Downs College, Lewes, UK.
"	|Type=	Panel Discussion	| Title=	Supporting Computer Science in Schools	|Description=	"What do educators consider to be enabling factors and barriers to wider adoption of Computer Science activities.  An exploration of how educational frameworks enable and support CS activities in schools, and exploration of strategies to remove barriers.

Computing At School would like to invite other interested parties to be part of this discussion to share ideas."	|File=		|Code=	108 D-2	|Room=	D	|DateNo=	1	|TimeNo=	4	|TimeName=	16:30-17:30	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	109	==
{{S13bcnEvent	|Serial=	100	|SID=	109	|Group=	17	|Title=		|Teaser=		|Summary=		|Name=	S. Carmin Karasic	|Affiliation=	National Faculty: Lesley University, School of Education, Educational Technology Master Degree Program - Cambridge, MA, USA	|CoPresenter=		|Type=	Presentation	| Title=	From Zero to Scratch Game Development in 8 Weeks	|Description=	"This talk describes how educators who are neither programmers nor gamers successfully learn to create games with Scratch.

Art Techne is a unique graduate level technology integration course designed by artists, Carmin Karasic and Sam Smiley. Artists are good at seeing the relationship between disparate things.  Sam and Carmin saw many interesting possibilities for pedagogy links between art, game design, and interdisciplinary topics.  In this course, students discover and exploit such links, to build projects that demonstrate their viability in learning environments. 

The underlying concepts and technologies learned from the course readings, discussions and projects are synthesized to create a simple educational game in Scratch. From the first class, each weekly experience further prepares the student to think logically about project development, while keeping in mind the importance of visual impact and simple interactivity.  Each student ultimately becomes a Scratch game developer.
"	|File=		|Code=	109 T-17	|Room=	D	|DateNo=	3	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	4	|RoomName1=	AUDITORIUM	|RoomName2=	Cat	|DateName1=	Samstag	|DateName2=	Saturday	|Date=	28.07.13	}}
==	110	==
{{S13bcnEvent	|Serial=	101	|SID=	110	|Group=	30	|Title=		|Teaser=		|Summary=		|Name=	Vânia Ramos	|Affiliation=	EB do Castelo	|CoPresenter=	Ana Paula Pina, Bárbara Cleto, Filipe Galego, João Marques	|Type=	Ignite Presentation	| Title=	Scratch in Portugal	|Description=	Five teachers report on how Scratch is used all over Portugal.	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/VaniaRamos_Scratch_barcelona_ING.pptx_.zip	|Code=	110 T-30	|Room=	B	|DateNo=	2	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	2	|RoomName1=	LECTURE ROOM B	|RoomName2=	Dragon	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	111	==
{{S13bcnEvent	|Serial=	102	|SID=	111	|Group=	3	|Title=		|Teaser=		|Summary=		|Name=	Clive Beale	|Affiliation=	Raspberry Pi Foundation	|CoPresenter=		|Type=	Workshop	| Title=	Raspberry PI	|Description=	Hands on educational use of the Raspberry Pi	|File=		|Code=	111 W-3	|Room=	C	|DateNo=	2	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	3	|RoomName1=	LECTURE ROOM C	|RoomName2=	Girl Wizard	|DateName1=	Freitag	|DateName2=	Friday	|Date=	27.07.13	}}
==	112	==
{{S13bcnEvent	|Serial=	103	|SID=	112	|Group=	20	|Title=		|Teaser=		|Summary=		|Name=	Carina Girvan	|Affiliation=	Centre for Research in IT in Education, School of Computer Science and Statistics Trinity College, University of Dublin 	|CoPresenter=		|Type=	Presentation	| Title=	Scratch meets Second Life	|Description=	"3D virtual worlds provide an exciting new environment to introduce and develop programming skills. However both programming and construction of objects in virtual worlds present users with high-floor barriers to overcome before they are able to create interesting interactive artefacts.  To provide an intermediate step, Scratch for Second Life (S4SL) incorporates the easy to use programming interface of Scratch to generate the c-style LSL code (Linden Scripting Language), while SLurtles (programmable turtles in Second Life) provide a programmable tool to construct objects.
In this presentation S4SL and SLurtles will be demonstrated and tips on using them with students will be shared.  Examples of interactive constructions created by collaborative teams of students with no previous programming experience will be explored, such as an enchanted forest, jack-in-the-box and superhero fortress.
"	|File=	http://www.scratch2013bcn.org/sites/default/files/webform/SLurtles_0.png	|Code=	112 T-20	|Room=	A	|DateNo=	3	|TimeNo=	2	|TimeName=	12:30-13:30	|RoomNo=	1	|RoomName1=	LECTURE ROOM A	|RoomName2=	Parrot	|DateName1=	Samstag	|DateName2=	Saturday	|Date=	28.07.13	}}
==	113	==
{{S13bcnEvent	|Serial=	104	|SID=	113	|Group=	2	|Title=	From Logo to Scratch 2.0	|Teaser=	Programming robots to select balls	|Summary=	A technology teacher from Spanish Secondary School shares his twenty year experience with using the programs that came out of MIT Media Lab to program amazing robots.	|Name=	Juan Ramón Fernández	|Affiliation=	IES La Torreta, Elche, Spain	|CoPresenter=		|Type=	Poster/Demo	| Title=	From Logo to Scratch 2.0	|Description=	In this presentation we share our twenty year experience with using the programs that came out of MIT media lab to program amazing robots.	|File=		|Code=	113 T-2	|Room=	B	|DateNo=	1	|TimeNo=	1	|TimeName=	11:00-12:00	|RoomNo=	2	|RoomName1=	LECTURE ROOM B	|RoomName2=	Dragon	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	a	==
{{S13bcnEvent	|Serial=	a	|SID=	a	|Group=		|Title=		|Teaser=		|Summary=		|Name=	Keynote session with Mitch Resnick (MIT Media Lab) and Karen Brennan (Harvard University GSE)	|Affiliation=	"MIT Media Lab
 & Harvard University GSE"	|CoPresenter=	Karen Brennan	|Type=	Keynote	| Title=	Keynote session	|Description=		|File=		|Code=	#WERT!	|Room=		|DateNo=	1	|TimeNo=		|TimeName=	9:30-10:30	|RoomNo=	#NV	|RoomName1=	#NV	|RoomName2=	#NV	|DateName1=	Donnerstag	|DateName2=	Thursday	|Date=	26.07.13	}}
==	b	==
{{S13bcnEvent	|Serial=	b	|SID=	b	|Group=		|Title=		|Teaser=		|Summary=		|Name=	David Cuartielles (Malmö University, co-founder Arduino ) and Clive Beale (Raspberry Pi Foundation)	|Affiliation=		|CoPresenter=		|Type=	Keynote	| Title=	Keynote session	|Description=		|File=		|Code=	#WERT!	|Room=		|DateNo=		|TimeNo=		|TimeName=	9:30-10:30	|RoomNo=	#NV	|RoomName1=	#NV	|RoomName2=	#NV	|DateName1=	gWeekday	|DateName2=	eWeekday	|Date=	Date	}}
==	c	==
{{S13bcnEvent	|Serial=	c	|SID=	c	|Group=		|Title=		|Teaser=		|Summary=		|Name=	James Whelton (Hello World Foundation, co-founder Coderdojo) and Shuchi Grover (Stanford GSE)	|Affiliation=		|CoPresenter=		|Type=	Keynote 	| Title=	Keynote session	|Description=		|File=		|Code=	#WERT!	|Room=		|DateNo=		|TimeNo=		|TimeName=	9:30-10:30	|RoomNo=	#NV	|RoomName1=	#NV	|RoomName2=	#NV	|DateName1=	gWeekday	|DateName2=	eWeekday	|Date=	Date	}}