Independent project

For the independent project, I chose to work collaboratively with a peer. After discussing the programming applications explored in phase 3 (exploring alternatives to Scratch) we decided to use Alice for this project. 

The version 2.3 of Alice provides the learner with an object oriented visual tool with which they can design and create a variety of animations, games and videos. This program would be great for middle to upper primary and older school students rather than the lower grades as there is a large amount of reading, comprehension and sequencing involved.  

The greatest appeal for us to choose Alice, other than it being 3D, was the familiar use of algorithmic sequence programming similar to Scratch. We also liked the programming implementation in Alice where the components of world window, object tree, events area, details area and editing area are all visible at the same time. It was visually easy to select an object/figure from the gallery, drag and drop it into the world and then maneuver and resize it. Object/figures sub-parts were able to be programmed to move independently with some actions pre-programmed for each figure ensuring ease when creating a program design.

Rather than create a game we decided to challenge ourselves to create a simple video of a penguin jumping over a frozen piece of water then meeting a rabbit who disappeared. We thought this program would be beneficial to learn and useful for visual story telling in the classroom. The visual components displayed in Alice allowed us to program the figures movement one step at a time and play the video to see whether it was successful or needed further refining continually.  Although we thought this task would be relatively easy, it was quite time consuming and required a great deal of collaboration and trial and error before we produced a very short, and what appears to be, simple video.

The video linked to the image demonstrates the finished product of our attempt at a short story as well as the algorithmic programming used to create the video.

I felt this particular programming application would be extremely useful for story telling in the middle to upper primary sector. Alice would also lend itself nicely to collaborative work where students could support and extend their learning through communicating and sharing ideas. It would be necessary for teachers to allocate adequate time for this type of activity and include it in their planning.

This program links to the Australian Curriculum: Technology 

Digital Technologies Processes and Production Skills

Sub-strand – Using digital systems

4.4 Use a range of digital systems and peripherals for diverse purposes, and transmit different types of data

Sub-strand – Specification, algorithms and implementation

4.5 Define simple problems and follow and describe the algorithms (sequence of steps and decisions) needed to solve them

6.7 Design and Implement digital solutions using visual programs with user input, branching and iteration

8.10 Manage the sequence of tasks, the types of processes and the resources needed to develop software that meets user requirements 

Design and Technologies Processes and Production Skills
Sub-strand - Generating, developing and evaluating ideas

4.6 Generate, develop, evaluate, communicate and document design ideas and design decisions using both manual and digital technologies

6.7 Generate, develop, evaluate, communicate and document design ideas and processes for a range of audiences, using some relevant technical terminology

8.8 Generate, develop, communicate, test, evaluate and communicate design ideas, plans and processes for identified needs and audiences using manual and digital technologies and collaborative techniques

10.5 Apply design thinking, creativity, innovation, enterprise and project management skills to develop, evaluate, modify and communicate design ideas; sequence production and management plans using digital technologies