dBsCode summer school

At the end of July I helped out with the dbscode summer school. The idea of this two week course was to encourage algorithmic literacy, with focus on employment – agile methods and test driven development (TDD), and aiming at people about to enter, or re-enter employment rather than the teenagers we focused on in Easter. We were interested in teaching the culture the participants will encounter in modern software development, and this was driven by Cornish embedded technology company Bluefruit and John Jagger – consultant and creator of Cyber-Dojo. We had 9 participants from a mix of backgrounds, some recently graduated students and some experienced programmers wanting to catch up with software engineering practice.

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We set up teams and provided a tricky example project using Raspberry Pi and an accelerometer sensor with the aim to develop a prototype to capture the movement of fishing casts, in the context of those already used for sports such as tennis or golf. The great thing about this problem is that it spans the entire range of software, from bit shifting and binary operations to extract sensor data from a device using the i2c protocol, all the way up to graphing in php/javascript, and all the storage, processing and networking in between. We tried hard to set the scene and atmosphere like a software company, and the feedback from the recently graduated students was (rather worryingly) that this was a totally different approach to that currently taught in colleges and universities.

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We mixed this group challenge with Cyber-Dojo, which meant we could do little 45 minute programming exercises each day. My observations, based on sporadic visits throughout the two weeks – were that one of the biggest surprises, particularly at the start, was that the level of improvisation and experimentation (rather than already ‘having all the answers’) was a key part of professional practice, rather than something they should avoid or feel embarrassed about. The focus on TDD helped very much with this as well as doing a project that we as teachers hadn’t tried before – this I feel is key to providing learning about how to learn rather than an overly didactic (and not terribly realistic) experience.

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