# data[].attributes.body
Triangolo A
https://scratch.mit.edu/projects/178023230/

Animazione A
https://scratch.mit.edu/projects/183289212/

Mandala
https://scratch.mit.edu/projects/178014664/

Dinosauro
https://scratch.mit.edu/projects/175676853/

# data[].attributes.body
Perché divertirsi col coding

# data[].attributes.body
Realtà aumentata VR 360
Video VR YouTube https://goo.gl/6QIjgN

VR 360 per education
https://goo.gl/bFMnwg

# data[].attributes.body
Il blog di Alfonso D'Ambrosio

# data[].attributes.attachment_link.title
La Fucina delle Scienze - didattica e divulgazione scientifica e tecnologica

# data[].attributes.body
Portale di code.org Italia
Vai a Corso 1

https://studio.code.org/

# data[].attributes.attachment_link.description
Anyone can learn computer science. Make games, apps and art with code.

# data[].attributes.body
10 ragioni per insegnare il coding

Coding e pensiero computazionale nella scuola primaria

# data[].attributes.body
SNAP è un ambiente di programmazione più complesso
snap.berkeley.edu

# data[].attributes.attachment_link.authors[].name
Bernat Romagosa, Michael Ball, Jens Mönig, Brian Harvey, Jadge Hügle

# data[].attributes.attachment_link.description
The Snap! Community. Snap! is a blocks-based programming language built by UC Berkeley and used by hundreds of thousands of programmers around the world.

# data[].attributes.body
La mia bacheca del coding

# data[].attributes.attachment_link.description
Live Lessons. BBC micro:bit MicroPython documentation - BBC micro:bit MicroPython 0.0.1 documentation. Micro:bit : Open Source Software. Micro:bit runtime

# data[].attributes.body
Alcuni link di approfondimento:
Kit CodyRoby utilizzato in primaria: http://codemooc.org/codyroby/

SCRATCH
Piattaforma Scratch utilizzata in secondaria di II grado: https://scratch.mit.edu/
Progetto Scratch realizzato nel corso della prima puntata: https://scratch.mit.edu/projects/130881069

Per bambini della materna e primaria
ScratchJr  (Scratch Junior)
https://www.scratchjr.org/

ScratchMaths

# data[].attributes.attachment_link.readable_text
The tutorial video below provides an introduction to the big ideas of Module 1.
Download all materials for Scratch 3.0 (ZIP, recommended)
This module contains the following files:

Teacher materials

Classroom presentations

Investigation 1 Presentation (PDF)

Investigation 2 Presentation (PDF)

Investigation 3 Presentation (PDF)

Investigation 4 Presentation (PDF)

Scratch starter projects and video

10-Tile stamp.sb3

11-Tile turn.sb3

12-Tile move.sb3

13-Tile repeat.sb3

14-Rose patterns.sb3

1-Pattern algorithms.mov

Printable posters

Tricky Tile Patterns Challenge (PDF)

Ring a Ring o' Roses Challenge (PDF)

Algorithms for Creating Circular Patterns (PDF)

Make Your Own Blocks (PDF)

Vocabulary 1 (PDF)

Vocabulary 2 (PDF)

Vocabulary 3 (PDF)

Download all materials for Scratch 3.0 (ZIP, recommended)

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

# data[].attributes.attachment_link.description
The tutorial video below provides an introduction to the big ideas of Module 1.

# data[].attributes.headline
Imparare il lavoro di domani, con un videogame

# data[].attributes.subject
Imparare il lavoro di domani, con un videogame

# data[].attributes.body
Così gli studenti vanno meglio a scuola

# data[].attributes.attachment_link.readable_text
"HO UNA figlia di sei anni che gioca moderatamente ai videogame e penso che le faccia bene". Matthew Barr, 38 anni, al telefono dalla Scozia lo dice per sottolineare che ai risultati della sua ultima ricerca crede davvero. Lavora all'Humanities Advanced Technology and Information Institute della University of Glasgow dove ha condotto uno studio coinvolgendo un campione di 40 studenti fra i 16 e i 21 anni per otto settimane. "Li abbiamo divisi in due gruppi -prosegue Barr- e uno di questi ha giocato per circa due ore a settimana con alcuni videogame. Risultato? La loro capacità di adattamento e di lavorare in squadra è aumentata in maniera molto sensibile".

Tutto ha avuto origine da John Seely Brown, classe 1940, fisico americano che che di vite sembra averne vissute diverse. Fra le altre cose è stato a capo del centro di ricerca Parc della Xerox, siede nel consiglio di amministrazione di compagnie come Amazon e Polycom, ha fondato l'Institute for Research on Learning (Irl) a Palo Alto ed è capace di tenere lezioni di legge a Stanford assieme a Lawrence Lessig e di cavarsela altrettanto bene in videogame online con World of Warcraft. Considerando che una delle principali doti che le persone dovranno avere per accedere al mercato del lavoro di domani è un eclettismo alla Seely Brown, Matthew Barr ha cercato di vedere se esisteva una relazione fra giochi e capacità di reinventarsi.

"E quella relazione esiste", spiega il ricercatore scozzese. "In certi frangenti, come l'abilità di collaborare con gli altri, abbiamo notato un amento dell'abilità di superare i test, di comunicare con gli altri e di venire a capo delle difficoltà che è di media doppia rispetto agli altri. Il tutto usando test esatto di Fisher". Si fa fatica a credere che sia potuto davvero accadere semplicemente giocando per un paio di ore a settimana con videogame così diversi come Borderlands 2, Minecraft, Portal 2, Lara Croft and the Guardian of Light e World of Warcraft III: Reign of Chaos.

"Sono giochi diversi proprio perché si trattava di applicarsi in campi differenti e dunque di sapersi adattare. Per questo li abbiamo scelti, ma in ogni caso una buona parte ha una modalità multiplayer dove è possibile collaborare con altre persone". Prima di salutarlo gli chiediamo se davvero porterebbe i videogame nelle scuole medie e superiori. E lui non esita un attimo: "Si, anche se poi dovrei discutere con molti genitori che hanno ancora una mentalità arretrata. Sceglierei titoli adatti e non violenti, Minecraft e Portal ad esempio, ma li introdurrei di sicuro". Anche se moderatamente, visto che secondo il suo studio bastano appena due ore a settimana.

# data[].attributes.attachment_link.keywords[]
humanities advanced technology and information institute

# data[].attributes.attachment_link.title
Imparare il lavoro di domani, con un videogame: così gli studenti vanno meglio a scuola

# data[].attributes.attachment_link.description
"HO UNA figlia di sei anni che gioca moderatamente ai videogame e penso che le faccia bene". Matthew Barr, 38 anni, al telefono dalla Scozia lo dice per sottolineare che ai risultati della sua ultima ricerca crede davvero.

# data[].attributes.body
Segui su TW, FB e YouTube

# data[].attributes.attachment_link.readable_text
We know it's months away, but we're starting to get ready (and excited) for CS Education Week 2018!

Each year, Code.org has kicked off CSEdWeek with a signature event - at the White House, at the opening bell of the New York Stock Exchange, with Canada's prime minister, and with the leading women in tech.

Last year, we shared your incredible momentum on the national stage at this event. We had some phenomenal pledges, including many districts committing to bring CS to every student they serve. Having these pledges is often a first step to getting the district to commit to plans for professional development and CS pathways in their school.

We want to again share the spotlight and press attention with you and the districts in your area during this event this year and share your announcements and/or pledge with a focus on broadening participation in computer science.

These announcements represent an opportunity to celebrate a recent achievement or the launch of a new initiative. Pledges represent a clear and measurable goal to expand access and diversity in computer science that includes a specific number of teachers, schools, and/or students who will be engaged. By starting to collect these early, we want to give you plenty of time to begin work on your pledges for the event and also start thinking about the districts you want to work with on pledges. Announcements and pledges should be new and newsworthy. We won't repeat information that has been previously shared publicly.

Please complete this form by November 2nd to submit an announcement and/or pledge to be considered for the 2018 CSEdWeek kickoff event. See examples of pledges and announcements from last year here.

Thank you for your support of computer science education!

As the school year winds down and summer quickly approaches, we want to say thank you to all of the teachers who brought CS Fundamentals to their classrooms this year! Whether you tried just a few lessons or did an entire course, you are providing your students an incredible opportunity to experience how fun, creative, and empowering computer science can be.

Throughout the year, we receive lots of great feedback on how we can improve the CS Fundamentals courses. Our curriculum team at Code.org has been hard at work making improvements that will be broadly available on July 2nd in preparation for the 2018-2019 school year. The 2017-18 version of the course will still be available, but we will be recommending the new version of the course on the website and to new teachers. We have made some small changes to individual lessons, but want to give you an overview of larger changes to the course.

Course B updates

For our initial launch of Courses A-F for this school year, Courses A and B followed a very similar progression. While Course B took each concept deeper than Course A, we received feedback that teachers expected these to be more different from each other. This is important, especially as students move from Course A this year into Course B next school year - we want computer science to feel fresh and fun every time they do it!

So now, Course B has some new lessons at the start of the course. A teacher favorite from Course 1, Happy Maps, is now in Course B but with some important modifications to emphasize the role of persistence in solving problems. We've also added new programming lessons for teaching the concepts of sequencing and loops and integrated a new lesson from our partners at Copyright and Creativity to help students recognize when their work has been inspired by the work of others.

Course D updates - more loops!

In the 2018-19 version of Course D, there will be two new lessons focused on simple loops to help students more smoothly ramp up to the concept of nesting loops. This will be a great review for students who have already done Course C, and will also help students who are starting with Course D.

Introducing Sprite Lab for Courses E and F

Courses E and F both culminate in end-of-course projects where students can unleash their creativity and apply the skills they've learned throughout the course into a project of their own design. In the 2017-18 version of the course, students could choose to make a project in either Artist or Play Lab. Due to some technical limitations in Play Lab, it has been difficult and sometimes buggy for students in Course E and F to combine more advanced concepts such as variables, for loops, and conditionals. To address this, and create an environment with an even higher ceiling and more possibilities for students, we have designed a new environment called Sprite Lab!

Like Play Lab, Sprite Lab makes it easy and fun for students to create characters (called 'sprites'), give them behaviors, and add interactions to make games and scenes come to life.

There will now be three lessons at the end of each course to get students familiar with creating their own projects in the Sprite Lab environment. We're confident that both teachers and students will be able to quickly get started with Sprite Lab, and we can't wait to see what students create!

We're excited about all of these changes, and we couldn't have done it without the feedback that teachers sent our way. Please keep sharing your feedback with us by writing to us at support@code.org or by posting on the forum!

We wish you a fantastic wrap up to your school year and a restful and fun summer!

Now that the AP exam is in the past and teachers hopefully have a moment to catch a breath, we wanted to celebrate all of the amazing work that our CS Principles teachers and students have done this year. We've loved hearing classroom stories, seeing student work, and getting so much great feedback throughout the year. We're particularly excited to announce some of the updates that you'll see in the upcoming 2018-2019 version of CS Principles.

Going forward, when we release curriculum updates, new versions of our courses will be available alongside past versions. This means that while the 2018-19 version of the CS Principles course will become recommended on June 4th, anyone still teaching the course will be able to continue using the 2017-18 version without interruption.

Performance Task Preparation

When we talked to teachers last year their single most requested update was more opportunities to prepare students for the performance tasks. We've added a number of features to do just that:

Updated PT Prep Units: Over the course of the 2017-2018 school year we released entirely updated PT prep materials. We split a single PT prep unit into separate Explore PT Prep and Create PT Prep units and entirely rewrote the materials within them. These refreshed units feature more robust resources to help students and teachers better understand task requirements and guide them through completing the task. In the 2018-2019 version, we've also formalized our recommendation that classrooms complete the Explore PT after Unit 4 and complete the Create PT after Unit 5.

Refreshed projects: Projects throughout the curriculum have been updated to match the latest performance task scoring guidelines better. In most cases, the project itself is largely unchanged, and only the language or rubrics have been updated.

A few more significant changes are noted below:

Unit 2 Lesson 5 "Encode an Experience" replaced with a "Format Showdown" research activity to more closely mirror Explore PT skills.

Unit 4 Lesson 9 "Practice PT Big Data and Cybersecurity Dilemmas" has been made optional in light of our updates to other projects in this unit as well as our addition of the Explore PT Prep unit.

Unit 5 Lesson 18 "Practice PT Create Your Own App" has also been made optional, since we updated other projects in this unit and added the Create PT Prep unit.

PT-style questions incorporated throughout the course: Units 3, 4, and 5 in particular now feature more frequent and explicit examples of the Performance Task language. Many lessons in these units now include at least one PT-style assessment question, as well as guidance for teachers on how to use them.

Pacing

Data analysis to post-AP: Based on feedback from teachers, we've moved some lessons that explicitly focus on learning data analysis skills with spreadsheets to the Post-AP unit of the curriculum. These lessons were previously part of Unit 2 Chapter 2 of the course. We estimate this shift will give teachers roughly 2 weeks of class time back prior to the AP exam.

Data visualization to Unit 4: Two lessons that focused on interpreting data visualizations (previously Unit 2 Lessons 8 and 9) were moved to Unit 4 of the curriculum.

Unit 1 clarified: We know that pacing can be particularly tricky early in the year, so we have made targeted improvements to lessons in Unit 1 to better highlight the goals of the lessons and when it's appropriate to move on.

Tools Updates

Teacher feedback: One of our most common requests from teachers is to allow more effective teacher feedback on programming projects. All programming levels will now include a tab where teachers can provide feedback to their students!

We're really excited about these changes, and we couldn't have done it without our teachers and their insightful feedback. The CSP curriculum guide has been updated with these new changes. Please keep sharing your feedback by writing to us at support@code.org or by posting on the forum!

Thanks for all the great work you do, and we hope you have a great end of the school year and a restful summer!

The curriculum team at Code.org has been hard at work getting the next iteration of CS Discoveries ready for the 2018-2019 school year based on feedback from our first full year of implementation. We've been absolutely amazed to see all of the experiences teachers are creating for their students, and we hope you're all as excited as we are about the year to come!

Going forward, when we release curriculum updates, new versions of our courses will be available alongside past versions. This means that while the 2018-19 version of the CS Discoveries course will become recommended on June 4th, anyone still teaching the course will be able to continue using the 2017-18 version without interruption.

More support for differentiation

We're encouraged to see how many different ways teachers are using CS Discoveries, but we realize that we need to be more flexible about the needs of different classrooms and students. We've added a few things to the course that we think will help teachers better adapt the materials to their needs.

The "Help & Tips" tab: In many programming activities throughout the course, you'll notice a new tab at the top of the instructions titled, "Help & Tips." This new tab provides students with additional resources and tips that they can use to learn more about concepts addressed in the activities. This tab may include supporting videos, descriptions of how to use a given concept, or links to documentation for specific blocks. We've started by adding this tab to some key lessons in Units 2 and 3, but we'll continue to add resources as we create them.

Lesson extras: When students reach the end of a programming lesson, we usually leave them in a "free play" area to continue working, but many of you have given us feedback that students want more direction to challenge them. Units 3 and 6 now include Lesson Extras, which allow a student to select from a number of additional specific challenges once they reach the end of a lesson. You can turn on Lesson Extras when assigning a new unit, or by clicking "Edit Section Details" from the teacher dashboard.

Unplugged differentiation: Many unplugged lessons now have additional teaching tips to point out specific alternate choices a teacher might make to best fit their students' needs, whether for students who already have experience with a similar activity or those who may need some additional scaffolding to be successful.

Assessment and feedback

A big focus for us in the coming year will be improving our support for teachers to assess student learning. While you can expect more in this area in the future, we've already done some work to better support teachers.

Reworked rubrics: All of our rubrics have been updated to better align to the appropriate unit-wide goals and student outcomes.

Teacher feedback: One of our most common requests from teachers is to allow more effective teacher feedback on programming projects. All programming levels will now include a tab where teachers can provide feedback to their students!

Semester 2 (Units 4-6) updates

We rolled out large-scale updates to Units 4-6 earlier this year in response to our Spring 2017 pilot (you can find details about those updates on the forum). As those units are just now being used in the classroom, we're still waiting on teacher feedback to make any necessary changes. We're keeping an eye on how these units are working in classrooms through the end of the year, and we may incorporate small changes in the summer.

That's it for the major changes that will impact the 2018-2019 version of the course. The CSD curriculum guide has been updated with these new changes.

We can't wait to see the amazing things you all do with CS Discoveries in your classrooms - please keep sharing your feedback by writing to us at support@code.org or by posting on the forum!

At Code.org, we love encouraging students to explore their creativity and create amazing projects using code. And at the same time, we're big proponents of privacy, so we don't give students access to the tools that allow them to upload their own content unless they are over the age of 13 or are inside a teacher's classroom.

We've now added an additional privacy feature that teachers have been waiting for - the ability for teachers to control exactly which students can or cannot share App Lab, Game Lab, and Web Lab projects. We also made sure that students under the age of 13 default to not being able to share these projects with anyone but their Code.org teachers.

Teachers can manage which students can share these projects through the "Manage Students" section of your teacher dashboard. If you have CS Discoveries or CS Principles assigned to your section, you should see a "Sharing" column. If you don't have these courses assigned, you will be able to show this column through the settings button in the "Actions" column.

To learn more about how to use this setting, check out our support article on this topic.

The US Department of Education just invited applications for the Supporting Effective Educator Development Program (SEED). The notice prioritizes support for K-12 computer science and gives members of the computer science community the opportunity to apply for this funding. It also means that the Department needs peer reviewers with CS knowledge to evaluate grant applications.

The Department has asked the computer science community to help them grow their pool of grant proposal reviewers to include individuals with expertise in computer science education. The Department has never had a focus on computer science before. Having members of the community become peer reviewers gives the field a unique opportunity to be part of the merit-based determination of winning applications.

What kind of people are they looking for? The Education Innovation Research grant program recently said they are looking for:

Persons who are school principals or other school leaders (such as curriculum coordinators or coaching specialists), teachers, district leaders, foundation officers, university faculty (who work with schools), researchers, evaluators, professional development providers, or other individuals who have significant and current K-12 education experience.

Ideally, persons who have administrative, project management, or some other leadership experience which helps them to bridge their understanding of what happens in the classroom with what it takes to implement, sustain, and grow new educational programs.

Persons who are interested in identifying what is new or innovative nationally in K-12 education, and in determining how those innovations can be successfully evaluated, scaled, and disseminated.

Persons who have direct K-12 experience and expertise in at least two of a number of content areas, including STEM, professional development, teacher preparation, vocational education, and program evaluation, among others.

Persons who are excellent writers, good critical thinkers, and committed to completing assigned tasks in a professional and timely manner.

Interested? Good!
The EIR program has asked those interested in reviewing proposals to send a copy of their resume to EIRpeerreview@ed.gov. You can also register and submit your resume in "G5" to be eligible to review EIR, SEED, and any other programs that need computer science expert reviewers. (It is recommended that you consult these PowerPoint instructions.) ED will compensate you for the time you spend reviewing applications.
One note of caution
You won't be able to be a reviewer if you will be applying to the competition, if you'll be involved in the preparation of a grant application, or if you would benefit from an application that would receive funding. The Department has safeguards to prevent these conflicts.
We hope you'll consider this opportunity
ED will be announcing new grant competitions in coming weeks and months, and we want them to have the computer science experts they need to fund the best applications they receive.

This morning between 5:55 and 6:05am and 8:05 and 8:50am PST, part of Code.org's site experienced a slowdown or outage. The root cause of this was an increased error rate in the Amazon Web Services (AWS) S3 service which affected numerous other websites in addition to Code.org. AWS provides more details in their update below.

Students who were logged on before the outage were unable to save their work during the outage. We apologize for the inconvenience to our students and teachers, and we will continue to work hard to ensure Code.org is working great all the time for everyone. If you have any questions, please do not hesitate to reach out to support@code.org.

# data[].attributes.attachment_link.description
We know it's months away, but we're starting to get ready (and excited) for CS Education Week 2018! Each year, Code.org has kicked off CSEdWeek with a signature event - at the White House, at the opening bell of the New York Stock Exchange, with Canada's prime minister, and with the leading women in tech.

# data[].attributes.body
Progetto di Univ Urbino [gm p1]

# data[].attributes.attachment_link.readable_text
Course Overview

Questo corso è ambizioso e semplicissimo. Ha l'obiettivo di aiutarti ad introdurre il pensiero computazionale in classe attraverso il coding, usando solo attività intuitive e divertenti da proporre direttamente agli alunni.

Quando affrontiamo un problema o abbiamo un'idea, spesso intuiamo la soluzione ma non siamo in grado di formularla in modo operativo per metterla in pratica. Il pensiero computazionale è proprio questo, la capacità di immaginare e descrivere un procedimento costruttivo che porti alla soluzione. Come imparare a parlare ci aiuta a formulare pensieri complessi, così il pensiero computazionale ci offre strumenti ulteriori a supporto della fantasia e della creatività.

Per questo il pensiero computazionale è per tutti. E' una capacità trasversale che va sviluppata il prima possibile. Non è solo per informatici e programmatori, ma programmare è il modo migliore per acquisirlo. Per questo in Europa e nel mondo si svolgono ogni anno campagne di alfabetizzazione per la diffusione del coding. E' per questa stessa ragione che noi parleremo di coding e giocheremo con la programmazione senza ripeterci ogni volta che lo facciamo per sviluppare il pensiero computazionale. Quello accadrà da sé senza bisogno di dirlo.

Veniamo al metodo. Questo corso non è concepito per introdurre metodi e concetti che in qualche futuro potranno esservi utili in classe, ma per aiutarvi ad organizzare attività di coding in classe direttamente durante il MOOC. La maggior parte delle lezioni di questo MOOC sono appuntamenti in diretta streaming che potrete seguire in classe con gli alunni, mettendovi in gioco insieme a loro. Non occorre che abbiate dimestichezza con l'informatica, le attività proposte sono intuitive e divertenti e nei video farò del mio meglio per darvi spunti di riflessione ulteriori. Se non riuscirete ad organizzarvi per seguire le lezioni in diretta potrete sempre riusarle successivamente.

Così creeremo su questa piattaforma una comunità di apprendimento fatta di insegnanti, ciascuno con la propria classe. Starà a me certificare i vostri progressi, mentre voi certificherete quelli dei vostri alunni. Al termine del MOOC tanto voi quanto i vostri alunni avrete acquisito competenze certificate per le quali alcuni atenei italiani, tra i quali l' Università di Urbino, riconoscono un credito formativo universitario.

Per le attività online useremo prevalentemente le risorse di Code.org e Scratch. Per le attività unplugged (senza computer e senza rete) faremo tutto da soli.

Durante il corso avrete modo di condividere con i colleghi e con me l'impostazione delle attività nelle vostre classi e creeremo dei gruppi di valutazione tra pari, all'interno dei quali ciascuno di voi giudicherà l'impostazione proposta dagli altri.

Ora non ci resta che iniziare a fare coding in classe. Buon divertimento.
#CodeMOOC
Learning Objectives

Introdurre in modo intuitivo e ludico i concetti base della programmazione per sviluppare il pensiero computazionale. In particolare, il corso introdurrà i seguenti concetti:

oggetti programmabili

algoritmo

programmazione visuale a blocchi

esecuzione di sequenze di istruzioni elementari

esecuzione ripetuta di istruzioni

esecuzione condizionata di istruzioni

definizione e uso di procedure

definizione e uso di variabili e parametri

verifica e correzione del codice

riuso del codice

programma

Outcomes

Al termine del corso gli insegnanti e i loro alunni avranno acquisito in modo pratico e diretto gli elementi base del pensiero computazionale e saranno in grado di applicarlo agli ambiti disciplinari di loro interesse.

La frequenza del corso e il superamento delle prove in itinere saranno certificati.

Il corso servirà inoltre a mostrare quanto sia facile portare il pensiero computazionale in classe. Questa consapevolezza, acquisita da insegnanti e alunni, merita di essere citata tra i risultati.

Course Structure

Lesson 1 - Presentazione del corso e del metodo

Lesson 2 - Il linguaggio delle cose

Lesson 3 - L'ora di codice e il labirinto

Lesson 4 - Il corso introduttivo di Code.org

Lesson 5 - Creare e condividere con Scratch

Lesson 6 - Il pensiero computazionale in pratica

Teacher

Alessandro Bogliolo

Alessandro Bogliolo is the coordinator of the School of Information Science and Technology at the University of Urbino, Italy, where he teaches Computer architecture and Digital platforms for land management.
His research interests include wireless sensor networks, crowd sensing, collective intelligence, and ultra-low power computing.
Since 2013 he has been actively promoting the diffusion of computational thinking skills, serving as Europe Code Week Ambassador, founding Code's Cool, and developing DIY unplugged games (Cody Roby). In 2015 he coordinated Europe Code Week.
Alessandro Bogliolo is also serving as e-skills for jobs ambassador.

# data[].attributes.attachment_link.description
Questo corso è ambizioso e semplicissimo. Ha l'obiettivo di aiutarti ad introdurre il pensiero computazionale in classe attraverso il coding, usando solo attività intuitive e divertenti da proporre direttamente agli alunni. Quando affrontiamo un problema o abbiamo un'idea, spesso intuiamo la soluzione ma non siamo in grado di formularla in modo operativo per metterla in pratica.

# data[].attributes.body
Il blog di MIT Inventor -
Learning MIT App Inventor

# data[].attributes.attachment_link.description
Below you'll find the tutorials for my book, Learning MIT App Inventor. Chapter One: An Introduction to Programming Chapter Two: Building with MIT App Inventor Chapter Three: App Inventor Toolkit Chapter Four: Variables Chapter Five: Procedures Chapter Six: Working with Lists Chapter Seven: Games and Animations Chapter Eight: Multiple Screens and Debugging Techniques Chapter Nine:...

# data[].attributes.body
Litofanie

# data[].attributes.body
Appunti di programmazione per MIT Inventor

# data[].attributes.attachment_link.readable_text
Continuiamo a vedere una possibile applicazione del Custom TinyWebDB.

In questo tutorial andremo a creare un'istanza
personalizzata del TinyWebDB che ci permetterà in maniera molto semplice di memorizzare sul cloud App Engine una lista dei migliori punteggi realizzati nel nostro gioco creato con MIT App Inventor 2.

La parte difficile del tutorial è quella relativa alla creazione del Custom TinyWebDB, si potevano infatti pensare diversi approcci al problema, se inserire la logica della gestione degli high-score in App Inventor oppure delegare il tutto all'applicazione in Python che gira su Google App Engine.

Visto che sto studiando anche un pò di Python mi son voluto cimentare in questo secondo metodo, il vantaggio è che la parte da inserire in App Inventor è molto più semplice...

In pratica nel nostro gioco creato con App Inventor dobbiamo solamente memorizzare il punteggio del giocatore ed il suo nome.
Questa coppia di valori andrà inserita nella lista costruita e memorizzata nel TinyWebDB.

L'applicazione che gira su Google App Engine prenderà la lista completa di coppie nomi-punteggio, li metterà in ordine (dal più alto al più basso) e restituirà ad App Inventor la nuova lista (con il nuovo nome-punteggio) ordinata pronta per essere visualizzata nel vostro gioco.

# data[].attributes.attachment_link.description
Continuiamo a vedere una possibile applicazione del Custom TinyWebDB. In questo tutorial andremo a creare un'istanza personalizzata del TinyWebDB che ci permetterà in maniera molto semplice di memorizzare sul cloud App Engine una lista dei migliori punteggi realizzati nel nostro gioco creato con MIT App Inventor 2.

# data[].attributes.body
Education Edition

# data[].attributes.attachment_link.description
Get Minecraft Education for your classroom. Find out how using this game will take your students' learning to the next level.

# data[].attributes.body
Per creare app

http://theintersection.tech/learning-mit-app-inventor/

Per iniziare
http://theintersection.tech/learning-mit-app-inventor/

http://ai2.appinventor.mit.edu/?locale=en#5322124536053760

Tutorial per TalkToMe
http://appinventor.mit.edu/explore/hour-of-code.html

# data[].attributes.attachment_link.title
Animatori Digitali - A.T. Varese - Coding

# data[].attributes.body
Coding - Insegnanti - Introduzione

# data[].attributes.attachment_link.description
Il coding applica in modo intuitivo i principi base dell'informatica per comprendere e risolvere problemi e per realizzare idee. In questa puntata presentiamo il Coding agli insegnati delle scuole primarie ...

# data[].attributes.body
Scuola primaria: quaderni di coding

# data[].attributes.attachment_link.title
algoritimi e coding - programmare le azioni

# data[].attributes.attachment_link.description
"I MIEI QUADERNI DEL CODING" ESPERIENZE DI CLASSE . (SCUOLA PRIMARIA)

# data[].attributes.attachment_link.title
algoritimi e coding - programmare le azioni

# data[].attributes.attachment_link.description
Flipsnack is a digital catalog maker that makes it easy to create, publish and share html5 flipbooks. Upload a PDF or design from scratch flyers, magazines, books and more.