squeakland February 2004

squeakland@lists.squeakfoundation.org

29 participants
36 discussions

[Squeakland] Fwd: Squeak Workshop at Columbia University/Teachers College in NYC on 4/1 & 4/2
by Thomas Oeding 25 Feb '04

25 Feb '04

Forward from: tsc2102(a)columbia.edu Attention Squeakers, Novice and Experienced: Squeak Workshop at Teachers College/Columbia University, New York Squeak in Education - Rose, Conn and Kaplan, April 1 & 2, Thursday night 5-9 and Friday 9-6. MSTU5814 - CRN 51718 Kim Rose of Viewpoints Research Institute and Squeakland, B.J. Conn of the Open Charter School in the Los Angeles Unified School district and Professor Danielle Kaplan of Teachers College will offer a Squeak workshop for teachers, learning specialists, and educational technology developers. Activities will include an introduction to Squeak, including hands- on use of the tool. In addition, participants will design instructional and research activities. Elementary, middle and high school teachers interested in integrating technology into curricula are especially encouraged to attend. The course can be taken for credit (1 graduate credit or 1.5 ceu) or non-credit. Register at (Class is offered in the Mathematics, Science and Technology Dept.) http://www.tc.columbia.edu/ceoi/courses_cluster.html

1 0

[Squeakland] Squeak Workshop at Columbia University/Teachers College in NYC on 4/1 & 4/2
by tim cooper 25 Feb '04

25 Feb '04

Attention Squeakers, Novice and Experienced: Squeak Workshop at Teachers College/Columbia University, New York Squeak in Education - Rose, Conn and Kaplan, April 1 & 2, Thursday night 5-9 and Friday 9-6. MSTU5814 - CRN 51718 Kim Rose of Viewpoints Research Institute and Squeakland, B.J. Conn of the Open Charter School in the Los Angeles Unified School district and Professor Danielle Kaplan of Teachers College will offer a Squeak workshop for teachers, learning specialists, and educational technology developers. Activities will include an introduction to Squeak, including hands- on use of the tool. In addition, participants will design instructional and research activities. Elementary, middle and high school teachers interested in integrating technology into curricula are especially encouraged to attend. The Course can be taken for credit or non-credit. Register at (Class is offered in the Mathematics, Science and Technology Dept.) http://www.tc.columbia.edu/ceoi/courses_cluster.html

1 0

Re: suggestions for pedagogical examples in Squeak
by Alan Kay 24 Feb '04

24 Feb '04

Here's an email that's been waiting for me to add some examples. But I won't be able to get to this until next week, so am sending now. Cheers, Alan Hi Richard and Marsha -- Here are a few suggestions for using etoys. First, though I'm guessing (hoping) you already are using "Powerful Ideas in the Classroom" by BJ Allen-Conn and Kim Rose, I need to mention it just in case. It contains ideas and directions for about a dozen projects that children like to do, are "good" for them epistemologically, and have been thoroughly tested. Another very useful collection of projects that have been written up nicely are from our friends in Toronto in the 8th grade of Don Mills School with teacher Sebastian Hergott <sebastian.hergott(a)tel.tdsb.on.ca>. Here are some comments on Marsha's email. Squeak etoys are in the form of a scriptable multimedia environment, so what gets authored can range from presentations (such as in powerpoint), stories and games (such as in MS Word, Director and Flash), to mathematical and scientific simulations. Each of these can have a little (to a lot) of overlap with various kinds of educational goals (including good ones). This is rather like introducing a word processor into a classroom "plus plus". That is, the authoring system needs to be really open-ended to deal with all of its genre (a word processor in which one could only write stories but not essays about important ideas would be a terrible use of technology). To continue the analogy, writing is much much more than just putting words down on paper, and having paper and pencils (or hightech word processors) is not much help if the teachers don't know what writing is and have some ideas about how to teach it. Children don't know much about writing or math or science, but they do know a lot of stories and games, and a bit about stories and games, so they tend to plunge fearlessly into using a dynamic medium like Squeak etoys to make representations of stories and games of many different kinds. This simply follows previous observations of children with LogoWriter and Hypercard. There is nothing wrong with this, it's an easy way for them to learn the mechanics of using the system, and they can occasionally learn something beyond stories and games (e.g. a little about math) in the process. There is a part of NSF and the National Research Council that thinks this is worthwhile all by itself because learning to "do multimedia", especially with scripting is thought to be an important part of "technological literacy". At 6:06 AM -0600 2/17/04, RATZEL, MARSHA wrote: > I'm now working with the head of the math department on the sligh >to create a summer workshop....it just seems to me that I understand >enough that I could help them do some neat things when they teach >the "Moving Straight Ahead" module of the Connected Math Program >module. This seems like a perfect language and integrated piece of >technology for helping kids to "get" linear equations. They could >experiment and see the what "if"s of all that. (I taught math and >science before becomeing the computer teacher). This is a very good thing to do, and there are really two parts to it: "real math" and "school math", which are not the same thing in most school systems in the US. It is critically important for the children to have some "real math" and "real science" experiences -- which include actually being mathematicians and scientists themselves -- doing the stuff -- as opposed to the "math appreciation" and "science appreciation" that is most of school math and science (analogous to the difference between playing and composing music and "music appreciation", which is about what other musicians have done). Real Math is the easier of the two because "math is about itself", and a full experience can be had with very simple media (including simple computer media, such as LOGO). One really important point about real mathematics is that it is about completely understanding, deriving and reasoning about relationships. "School math" tends to be about "remembering results and methods" not about understanding, deriving and proving. So to most real mathematicians like me, "school math" isn't actually math in any important sense. This is a serious problem because it pits large systems of millions of nonmathematical adults who are committed to a particular theory of schooling against a few thousands of people who actually do and understand mathematics (we have been losing badly for more than a hundred years). The two big things that have to be done to help children with mathematics are to (a) have the mathematical experiences be real and above threshold, and (b) to have the mathematical experiences be consonant with children's abilities and motivations to represent and reason in beyond commonsense ways. So, as Papert pointed out in the 60s, one good thing about children learning how to program a computer is that they are actually doing real math: they are representing ideas in formal structures, learning some tricky tools (such as functions with arguments), reasoning about ideas using representations, using the computer to help debug their reasoning, and exhibiting the equivalent of constructive demonstrations and sometimes proofs of what they are trying to do. What seems to be a bit of a struggle here is actually a virtue: an embodiment of the real process of mathematics that requires the practitioners to understand the relationships and be able to say why. However, quite a bit a computer programming can be done that, while "real math", is not above any worthwhile threshold. For example, the LOGO turtle can be used to make simple drawings (and this is real, though pretty trivial math), or it can be used as Papert intended to have children gracefully and easily learn about the differential geometry of vectors (the main mathematical language of science that is full of profound and above threshold ideas -- and is rarely even touched on in school math an any level). In spite of many books about how to teach this and other kinds of above threshold math using LOGO, most K-8 teachers did not understand what it was about and did not make the effort themselves to learn enough to help the children. In the US, the further the children progress in school, the harder it is to help them learn real math, both from the interference with the non-math they've already learned, and also the interference with the high stakes tests they have to take in high school. This is why we concentrate most of our energies with 4-6 graders where there is still a little flexibility. For example, many of the most important ideas in mathematics -- such as counting and arithmetic, calculus, vectors, geometry, probablity, feedback and control theory, etc. -- do not require algebra to understand or work with, and important parts of these can be well taught much earlier than "school math" supposes. For many of these, a computer can really both enhance the experience *and* also connect motivations from stories and games, etc., to motivations for learning math. What we've done in the Squeak etoys is to take as many of the ideas we think are great for children that have appeared over the years from many different sources and combine these with extensive multimedia to make a kind of a "superhypercard" that we hope will appeal to many different kinds of children and adults for their own reasons. This seems to have worked for our target group of 4-6th graders (more needs to be done for both older and younger children). A good project in Squeak etoys is one that first "appeals as art" and then has some serious nontrivial content that has to be worked out to get the whole above threshold. The "serious nontrivial content" could be mathematical, scientific, theatrical, musical, visual, etc., or some mixture. We've concentrated on mathematical and scientific, in part because these two areas are the most weakly represented in schools today. For those who are interested in creating this kind of content, please let me point you to books and papers by Seymour Papert and many other LOGOites, Jerome Bruner (especially his ruminations on trying to make an intellectually honest version of cultural anthropology for 5th graders: a masterpiece), etc. ***** Now for Richard's email. First, I think pretty much everything you will need for your three day experience is in the "Powerful ideas in the classroom" book. In what follows, I should mention that I was the one who made up the unfortunate term "object-oriented" in the mid60s (I should have called it something else). In any case, I have some strong ideas about what this term means and should mean. You say: At 9:21 AM +0100 2/16/04, Richard Borge wrote: >We have decided not to focus on code as we feel there is >a risk this can get boring. Instead we are focusing on general OO >understanding and >the use of a graphical tool therefore seems like the way to go. I'm not sure what this means. 5th graders typically do the car and steering wheel project in less than an hour and they do it by writing code. And it is definitely not boring to them. My suggestion here is to avoid "music appreciation" ("object-oriented appreciation") and just have the children make interesting and above threshold things using objects. Another suggestion is to take into account the way children think and do and know, and how these are different from adult thinking and doing and knowing. There is quite a bit known here, and this context can be found in the works of Montessori, Piaget, Vygotsky, Bruner, Papert, Brown (Ann), etc. For example, it seems much less important to me for children of this age to know *about* objects than to see computers as "personal powerful artistic material" for their ideas that they can shape using language, planning, reasoning, esthetics, etc. In other words, what "personal computing" was supposed to be about when we invented it many years ago. It's very hard to understand a framework without having something to contrast it with, so I think I would avoid trying to get your 11-12 year olds to think categorically about objects in their first encounter. See if you can get them to love the experience, feel the power of expression, delight in the reasoning, and take happiness from being able to track down an bug and fix it, etc. The rest will surely take care of itself. As there are already many 10-12 year old Squeakers all over the world, another part of your experiment might be to see what they think they are doing. Etc. Best wishes, Alan --

1 0

RE: [Squeakland] Suggestions for pedagogical examples in Squeak?
by Dreyfuss Pierre-Andre (EDU) 24 Feb '04

24 Feb '04

Hello I have used the project of building the snake game. The first part with 11 - 12 years old kids and the full project with 12- 13 years old kids. There is in this projetct a lot of concepts of OOP. The first part is a snake , in fact ( just the head) walking and eating stars. The second part (more difficult) is the snake growing when eating stars. Here is a description of the project. after the arrow --> , I have added the concept used. Concepts of OOP seen. Part 1. 1.- Take a playfield from supply. Take an ellipse from supply and put it in playfield. Use of an object from supply: -> Getting an Instance of an object 2.- change form to get a long vertical ellipse. Acting on an object using halo:-> Each object has own data like width and height. 3.- Putting another little ellipse to make the head (or two to make eyes) . Composing objects :-> An object can contain other objects (submorphs). - There is two way to do this . a.- Using menu embedded. -> An Object can see what objects are under it an make a list of these objects. b.- Using menu and checking accept drop. -> changing the property of an object. The purpose of making head or eyes are to make front and back different. >From now we are using commands and scripts obtained by the blue eye halo. Trying forward 5 With exclamation dot. 4.- Letting the snake move. Then making a script of putins the tile 'forward' in the world. -> Script , commands , value of parameter. Click the watch, pause and ticking . -> Process. 5.- Driving the snake. Making scripts with turn 90 and turn - 90 to drive the snake. Now there is two ways to make a user interface with buttons to turn. a- Using the menu in the script an button to fire this script. -> object button b- Copying the exclamations dots . - > Two objects with same graphic but doing different things. - > Copy of objects acts the same way as the original object. --> Both introducing the concept of interface to let the user doing things easily. 6.- Eating stars. This will introduce ->tests ->tile representing an object. ->Which object should contain the script. The snake can eat stars (script belong to snake) or stars being eaten by snake ( script belong to stars) As we have one snake and many stars. The solution is script belong to stars. --> owner This way we can copy stars to get other stars without any change to scripts. take a star and get its viewer. - Get an empty script. - Put a test structure. --> test - Get the test category and the tile overlaps. - You have to change the second name by the name of the snake. -> Parameters and type. We can only substitute an object's name by an object's name. - in front of yes use the 'hide' tile of stars. just copy some stars -> copy of object behave like original. Not many since we have more scripts to add. 7.- Recovering the hidden stars. Destroy all stars but one. It is easier to program one object and then to copy it then to correct all objects. - Take the tile 'show' and name the script view. copy some stars play and eat the stars. Get the commands of the playfield and the category 'collection' Adjust the command tellAllContents to show 'view' as script . Try it -> polymorphism. The same command to many objects, in this case the scripts 'view' are the all the same but they could be different. (With tellAllContents a test is made and you get no error for objects that doesn't have the script view. (But correct code should give a script 'view' doing nothing to objects of the playfield that should not be showed. (A Sketch with game over for instance.) 8.- Take a star and program the overlapping of snake and star to show all stars. Use only concepts already seen . Could be used to test if kids are understanding what they are doing. 9.- Handling score (counting stars being eated) Create a variable score for the snake. --> variable. Destroy all stars but one. Add incrementation of score after the 'hide' command in the script of the stars where the stars is eated by the snake. -> incrementation. Make a script to initialize the game and put 0 in the score. -> initialization. Part 2 The growing snake. 1.- Making an ellipse that is following the head. This ellipse has to go where the head is, then the head goes a step forward. Make the script 'follow' which gives to the x and the y of the ellipse the values of x and y for the snake. This script is called in the snake's script that moves the snake just before the forward tile. 2.- second ellipse . Make a copy of the ellipse. This ellipse should take the place of the first ellipse and then call the script 'follow' of the first ellipse to let it go on the snake. --> Receiver, we can change who has to do something, by changing the names on the left of the tile . The script that moves the snake has to be corrected to call the script 'follow' of the last ellipse. we can add one more ellipse. Each time we add an ellipse : - we copy the last ellipse. - in the script follow we have to changes the names on the left by the name of the ellipse which is just before. - we have to change the name of the receiver of the call to follow in the snake's script. 3.- Generalization . To generalize the process we need variables to store the names of the receiver. In the snake we create the variable 'last' of type player which holds the representation of the last ellipse. For that you have to click on the black dot of the gadget and click on the last ellipse. use the variable last as name of receiver for the x and y affectations. Keep the last ellipse and destroy the others. create a variable 'next' of type player in this ellipse. Change the names of the receiver in the tiles of the script. Set the value of the variable to snake. You'll get an error if you try it now, the snake will receive the command follow but doesn't have a script 'follow' To correct this, just take an empty script in the snake's script viewer and call it follow. --> polymorphism. --> Recursivity The last ellipse tell follow to the next one and the next one tell follow to their next one .... until telling follow the snake which does nothing (end of recursion). Now you can copy the last ellipse . give to its variable next the last ellipse and give the variable last in the snake the value of this new last ellipse. Now its very important to report that the interface of E-Toys allow doing things "by hand" and see how things are working before ptograming them. This concrete level is very important in the construction of thinking. 4.- Programming the creation of a new ellipse. For that we need to keep track of the ellipse which was the last one. In the snake we create another variable 'beforeLast' of type player. The script 'new' will save the reference to the last ellipse in the variable beforeLast. create a new ellipse by copying the last and store the result in the variable last. Put in the variable next of this new ellipse the reference to the beforeLast. Put this ellipse in the play field . (Object created by copy are born in the world.) Put the reference to the last ellipse in the variable last of the snake. 5.- Add a call to snake's new in the script 'eaten' of the stars. 6.- Destroy all ellipses but the last for a new game. each ellipse tell its next to destroy before destroying itself. --> recursivity. -----Message d'origine----- De: squeakland-bounces(a)squeakland.org A: squeakland(a)squeakland.org Date: 16.02.04 09:21 Objet: [Squeakland] Suggestions for pedagogical examples in Squeak? Hello all. If any of you have any helpfull information about my questions below, I will be very gratefull.

1 0

[Squeakland] SqueakFest '04 correction for Residence Center reservations and payment
by Wade Roberts 24 Feb '04

24 Feb '04

PLEASE NOTE THE CORRECTIONS BELOW IN BOLD-FACE (reserving and payment for Residence Center lodging). The Interactive Multimedia and Early Childhood Education Programs at Columbia College Chicago and Viewpoints Research Institute cordially invite you to attend SqueakFest ‘04 on the summer shores of Lake Michigan in Chicago. SqueakFest ‘04 will be Thursday, August 5, to Saturday, August 7 (two full-day sessions on Thursday and Friday, and a morning session on Saturday). There is no registration fee. We hope that all participants will be able to attend the entire workshop. Out-of-town participants should plan to arrive on Wednesday, August 4, in order to attend the opening session. SqueakFest ‘04 is also co-sponsored by Columbia's School of Media Arts and School of Liberal Arts and Sciences, home, respectively, of the Interactive Multimedia and Early Childhood Education Programs. We welcome participants from elementary, junior high, and high schools, and education programs at institutions of higher-education. Professional development units will be available at no charge for public schoolteachers through Columbia’s School of Liberal Arts and Sciences. When responding, please indicate if you are interested in receiving these credits. Details will follow. SqueakFest ’04 follows the first SqueakFest, held last August at Columbia College Chicago and judged a resounding success by participants. In response to the evaluations, we plan to make a few changes in the schedule for this year. Again, we hope to assemble a critical mass of folks to discuss best practices and practical considerations. We hope that attendees will arrive with examples and details of student projects, lesson plans, assessment details, stories, anecdotes, pedagogical approaches, and the like. What worked? What didn't work? Why? What can we draw as conclusions, learn from, and do differently (or the same) in the future. Most importantly: What can we learn from, and teach, each other? This year, in addition to large and collective group sessions, we will conduct concurrent sessions to accommodate participants with varying expertise and experience utilizing Squeak and Etoys in practical settings, from the novice users to the advanced users. There will be plenty of time for attendees to break out into sessions by subject areas, by grades, and by levels of expertise. There will also be time for educators to provide feedback on teaching and using Squeak (features? interface? implementation?) to the developers. A detailed program will be ready in a few weeks. At the conclusion of SqueakFest ‘04, the IM Program will post and serve Squeak projects brought to or sent to the workshop, as well as other documentation. Here are details about nearby accommodations: Chicago Hilton: $139 per night, single, (booked at http://www.hotels.com; other rates available). $160/night regular rate. http://www.hilton.com/en/hi/hotels/index.jhtml; jsessionid=LCNSHYO53JCQ2CSGBIXM22QKIYFCVUUC?ctyhocn=CHICHHH 1-312-922-4400 Essex Inn: $99 per night single/double, $109 triple, $119 quad. http://www.essexinn.com or 800-621-6909. Mention Interactive Media Symposium. 1-800-621-6909. Best Western Grant Park: $109 single/double/triple/quad. http://book.bestwestern.com/bestwestern/productInfo.do? propertyCode=14120 1-800-472-6875 These hotels are within an easy four-block walk of the SqueakFest ’04 site. We can also advise you on other accommodations. There are also a limited number (first to reserve, first confirmed) of rooms available at the college’s Residence Center, the site of SqueakFest ’04: $55 per night per person. Accommodations include: Two bedrooms, with a total of four single beds. One bedrooms, with two single beds. Three bedrooms, with a total of six single beds. Rooms have cooking appliances, but no utensils. Bed linens and towels are included, but not pillows. There is a weight room and a laundry room. Reservations for the Columbia College ResCenter must be made by calling 312-344-7750, between the hours of 9 a.m.-5 p.m., Monday-Friday, or by e-mailing jbutler(a)interactive.colum.edu with a cc: to wroberts(a)colum.edu. A deposit of half of the balance is due one month prior to arrival, with the balance due two weeks before arrival. Cancellations can be made two weeks prior to arrival without penalty; after that, there will be a $50 cancellation charge. Deposits and balances can be made payable by check or money order to: Columbia College Chicago, and mailed to: Interactive Multimedia Program Attn: Judy Butler Columbia College Chicago 600 S. Michigan Ave. Chicago, IL, 60605 Continental breakfasts and boxed lunches will be provided at the SqueakFest site. Columbia College Chicago is the country's largest arts, media, and communications school, with an enrollment approaching 10,000 students, and offers both undergraduate and graduate degrees. At the undergraduate level, it is open-admissions, by mission and philosophy. It is located in Chicago's South Loop, adjacent to Grant Park and Lake Michigan, and is convenient to the city's many museums and other cultural and popular attractions. Attendance will be limited. Reply with your interest to: Kim Rose: Kim.Rose(a)viewpointsresearch.org AND Wade Roberts: wroberts(a)colum.edu Columbia College Chicago: http://www.colum.edu Interactive Multimedia Program home: http://interactive.colum.edu Early Childhood Education Program: http://www.colum.edu/undergraduate/earlychildhood/index.html IM/ECE partnership: http://interactive.colum.edu/partnerships_ece.aspx Viewpoints Research Institute: http://www.viewpointsresearch.org/ Squeakland: http://www.squeakland.org We hope to see you in Chicago! Wade & Kim Re: SqueakFest ‘04 -- Wade Roberts Director, Interactive Multimedia Program Columbia College Chicago 600 S. Michigan Ave. Chicago, IL 60605 312-344-7267

1 0

New member questions
by Dave Raftery 23 Feb '04

23 Feb '04

Hi, I have just joined this list. I have 2 children, a 9 year old daughter and 13 year old son, who I want to introduce to Squeak. I have played around a little with the E-Toy environment, but always seemed to run into dead ends. I just purchased BJ and Kim's book Powerful Ideas in the Classroom. This book is wonderful and has helped me a lot on how to do projects with E-Toys. I just discovered this list today, with great joy. I am starting to go thru the archives of this list to see what I can learn there. With the plugin, it took me awhile to figure out that I had to hold down the mouse button over the Publish and Find buttons to get the expanded menu so I could save projects on my hard drive. A couple of questions: What is the difference between the Squeak Plugin and the full Squeak Image? I have downloaded both, and actually have more experience working in the full Squeak image. I can see that the Plugin only has 2 flaps and does not have the world menu when you click in the world. Is there a way to access the World menu from the Plugin? How can I tell what the version of the plugin is? It seems like the Plugin version does not save the image between sesions, like the Full image does. The Plugin appears only to let you save projects; is this true? Would you recommend using the Plugin or Full version at home? When using the paint tool, is there a way to draw straight lines? In some programs if you hold down the shift key, a freeform line will be made straight. Is there a Squeakland Swiki, where we can post information, and tutorials as we learn? I would like to write some tutorials as I learn more about squeak; I have a 'beginner's mind' right now. Or should we use the main Squeak swiki? Thanks for this service (and for Squeak). You will probably be getting a lot of questions from me; I'll be glad to help others as I learn more too, both Squeak and my experiences teaching my kids. Dave Raftery

1 0

New member questions
by david raftery 23 Feb '04

23 Feb '04

Hi, I have just joined this list. I have 2 children, a 9 year old daughter and 13 year old son, who I want to introduce to Squeak. I have played around a little with the E-Toy environment, but always seemed to run into dead ends. I just purchased BJ and Kim's book Powerful Ideas in the Classroom. This book has helped me a lot on how to do projects with E-Toys. I just discovered this list today, with great joy. I am starting to go thru the archives of this list to see what I can learn there. With the plugin, it took me awhile to figure out that I had to hold down the mouse button over the Publish and Find buttons to get the expanded menu so I could save projects on my hard drive. A couple of questions: What is the difference between the Squeak Plugin and the full Squeak Image? I have downloaded both, and actually have more experience working in the full Squeak image. I can see that the Plugin only has 2 flaps and does not have the world menu when you click in the world. Is there a way to access the World menu from the Plugin? How can I tell what the version of the plugin is? It seems like the Plugin version does not save the image between sesions, like the Full image does. The Plugin appears only to let you save projects; is this true? Would you recommend using the Plugin or Full version at home? Is there a Squeakland Swiki, where we can post information, and tutorials as we learn? I would like to write some tutorials as I learn more about squeak; I have a 'beginner's mind' right now. Or should we use the main Squeak swiki? Thanks for this service (and for Squeak). You will probably be getting a lot of questions from me; I'll be glad to help others as I learn more too, both Squeak and my experiences teaching my kids. Dave Raftery

1 0

Join us at SqueakFest '04 - Chicago!!!
by Kim Rose 23 Feb '04

23 Feb '04

Dear Squeaklanders, The Interactive Multimedia and Early Childhood Education Programs at Columbia College Chicago and Viewpoints Research Institute cordially invite you to attend SqueakFest '04 on the summer shores of Lake Michigan in Chicago. SqueakFest '04 will be Thursday, August 5, to Saturday, August 7 (two full-day sessions on Thursday and Friday, and a morning session on Saturday). There is no registration fee. We hope that all participants will be able to attend the entire workshop. Out-of-town participants should plan to arrive on Wednesday, August 4, in order to attend the opening session. SqueakFest '04 is also co-sponsored by Columbia's School of Media Arts and School of Liberal Arts and Sciences, home, respectively, of the Interactive Multimedia and Early Childhood Education Programs. We welcome participants from elementary, junior high, and high schools, and education programs at institutions of higher-education. Professional development units will be available at no charge for public schoolteachers through Columbia's School of Liberal Arts and Sciences. When responding, please indicate if you are interested in receiving these credits. Details will follow. SqueakFest '04 follows the first SqueakFest, held last August at Columbia College Chicago and judged a resounding success by participants. In response to the evaluations, we plan to make a few changes in the schedule for this year. Again, we hope to assemble a critical mass of folks to discuss best practices and practical considerations. We hope that attendees will arrive with examples and details of student projects, lesson plans, assessment details, stories, anecdotes, pedagogical approaches, and the like. What worked? What didn't work? Why? What can we draw as conclusions, learn from, and do differently (or the same) in the future. Most importantly: What can we learn from, and teach, each other? This year, in addition to large and collective group sessions, we will conduct concurrent sessions to accommodate participants with varying expertise and experience utilizing Squeak and Etoys in practical settings, from the novice users to the advanced users. There will be plenty of time for attendees to break out into sessions by subject areas, by grades, and by levels of expertise. There will also be time for educators to provide feedback on teaching and using Squeak (features? interface? implementation?) to the developers. A detailed program will be ready in a few weeks. At the conclusion of SqueakFest '04, the IM Program will post and serve Squeak projects brought to or sent to the workshop, as well as other documentation. Here are details about nearby accommodations: Chicago Hilton: $139 per night, single, (booked at http://www.hotels.com; other rates available). $160/night regular rate. http://www.hilton.com/en/hi/hotels/index.jhtml;jsessionid=LCNSHYO53JCQ2CSGB… 1-312-922-4400 Essex Inn: $99 per night single/double, $109 triple, $119 quad. http://www.essexinn.com or 800-621-6909. Mention Interactive Media Symposium. 1-800-621-6909. Best Western Grant Park: $109 single/double/triple/quad. http://book.bestwestern.com/bestwestern/productInfo.do?propertyCode=14120 1-800-472-6875 These hotels are within an easy four-block walk of the SqueakFest '04 site. We can also advise you on other accommodations. There are also a limited number (first to reserve, first confirmed) of rooms available at the college's Residence Center, the site of SqueakFest '04: $55 per night per person. Accommodations include: Two bedrooms, with a total of four single beds. One bedrooms, with two single beds. Three bedrooms, with a total of six single beds. Rooms have cooking appliances, but no utensils. Bed linens and towels are included, but not pillows. There is a weight room and a laundry room. Reservations for the ResCenter must be made by calling 312-344-7803, between the hours of 11 a.m.-5 p.m., Monday-Friday. A deposit of half of the balance is due one month prior to arrival, with the balance due two weeks before arrival. Cancellations can be made two weeks prior to arrival without penalty; after that, there will be a $50 cancellation charge. Deposits and balances can be made payable by check or money order to: Columbia College Chicago Filmmakers 731. S. Plymouth Court, Chicago, IL 60605, Attention: Kelli Collins. Continental breakfasts and boxed lunches will be provided at the SqueakFest site. Columbia College Chicago is the country's largest arts, media, and communications school, with an enrollment approaching 10,000 students, and offers both undergraduate and graduate degrees. At the undergraduate level, it is open-admissions, by mission and philosophy. It is located in Chicago's South Loop, adjacent to Grant Park and Lake Michigan, and is convenient to the city's many museums and other cultural and popular attractions. Attendance will be limited. Reply with your interest to: Kim Rose: Kim.Rose(a)squeakland.org AND Wade Roberts: wroberts(a)colum.edu Columbia College Chicago: http://www.colum.edu Interactive Multimedia Program home: http://interactive.colum.edu Early Childhood Education Program: http://www.colum.edu/undergraduate/earlychildhood/index.html IM/ECE partnership: http://interactive.colum.edu/partnerships_ece.aspx Squeakland: http://www.squeakland.org Viewpoints Research Institute: http://www.viewpointsresearch.org/ We hope to see you in Chicago! Wade & Kim

1 0

Re: Truetype fonts in the Squeakland
by Steve Gutierrez 20 Feb '04

20 Feb '04

On Feb 6, 2004, at 12:00 PM, squeakland-request(a)squeakland.org wrote: Is it possible to add truetype fonts to the Squeakland.org (OSX latest) version of Squeak?

3 2

Re: Displaying a calculation in a text box
by Phil Firsenbaum 19 Feb '04

19 Feb '04

I took Andreas' advice and it worked. I created a new variable, which i called area and set its value (in a new script) as the product of length times width. then I created a detailed watcher for area and, sure enough, the area was displayed in the watcher. With that said, I would also like to be able to do what Tim did...have a separate (text) box which displays the value which is what was visible in the screen shot that Tim attached. Unfortunately, there was no text accompanying Tim's message, so I still don't know what he did. Look forward to reading Tim's description. On Feb 18, 2004, at 12:57 PM, squeakland-request(a)squeakland.org wrote: > Send Squeakland mailing list submissions to > squeakland(a)squeakland.org > > To subscribe or unsubscribe via the World Wide Web, visit > http://squeakland.org/mailman/listinfo/squeakland > or, via email, send a message with subject or body 'help' to > squeakland-request(a)squeakland.org > > You can reach the person managing the list at > squeakland-owner(a)squeakland.org > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of Squeakland digest..." > Today's Topics: > > 1. Displaying a calculation in a text box (Phil Firsenbaum) > 2. Re: Displaying a calculation in a text box (Andreas Raab) > 3. RE: Displaying a calculation in a text box (Tim Andrews) > > From: Phil Firsenbaum <tacmanphil(a)mac.com> > Date: February 18, 2004 10:47:37 AM EST > To: squeakland(a)squeakland.org > Subject: [Squeakland] Displaying a calculation in a text box > > > I'm working on a project which will generate the area of a given > geometric figure. There are a number of approaches I'm considering, > however, I'm stuck when it comes to displaying a given calculation. > For example, if I use variables for length and width, I want to be > able to display the results of lengthXwidth. > Thanks, > Phil > > > > From: "Andreas Raab" <andreas.raab(a)squeakland.org> > Date: February 18, 2004 11:36:40 AM EST > To: "Phil Firsenbaum" <tacmanphil(a)mac.com>, <squeakland(a)squeakland.org> > Subject: Re: [Squeakland] Displaying a calculation in a text box > > > Hi Phil, > > The easiest way to do this is to make a ticking script which computes > the > computed value and then have a readout for this value. For example: > > <ticking> > foo's result <- foo's length * foo's width > > and then the "result" readout will show the resulting value. > > Cheers, > - Andreas > > ----- Original Message ----- > From: "Phil Firsenbaum" <tacmanphil(a)mac.com> > To: <squeakland(a)squeakland.org> > Sent: Wednesday, February 18, 2004 4:47 PM > Subject: [Squeakland] Displaying a calculation in a text box > > >> I'm working on a project which will generate the area of a given >> geometric > figure. There are a number of approaches I'm considering, however, I'm > stuck > when it comes to displaying a given calculation. For example, if I use > variables for length and width, I want to be able to display the > results of > lengthXwidth. >> Thanks, >> Phil >> _______________________________________________ >> Squeakland mailing list >> Squeakland(a)squeakland.org >> http://squeakland.org/mailman/listinfo/squeakland >> > > > > > From: "Tim Andrews" <timoandrews(a)yahoo.com> > Date: February 18, 2004 11:45:46 AM EST > To: <squeakland(a)squeakland.org> > Subject: RE: [Squeakland] Displaying a calculation in a text box > > > Skipped content of type multipart/alternative-------------- next part > -------------- > A non-text attachment was scrubbed... > Name: not available > Type: image/jpeg > Size: 21732 bytes > Desc: not available > Url : > http://squeakland.org/pipermail/squeakland/attachments/20040218/ > f71fdebd/attachment.jpg > > > _______________________________________________ > Squeakland mailing list > Squeakland(a)squeakland.org > http://squeakland.org/mailman/listinfo/squeakland

3 4

2024

2023

2022

2021

2020

2019

2018

2017

2016

2015

2014

2013

2012

2011

2010

2009

2008

2007

2006

2005

2004

2003

squeakland February 2004