Skip to main content
SpringerLink
Log in

Skramble: An Embeddable Python Programming Environment for Use in Learning Systems

  • Conference paper
  • First Online:
Computers Supported Education (CSEDU 2016)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 739))

Included in the following conference series:

  • 871 Accesses

Abstract

Computing has recently been introduced as a core subject in British schools, meaning that children need to learn computer programming. Teachers have to be prepared to deliver the new curriculum and children need the correct environment and support to succeed. This paper discusses TuringLab, a challenge-based learning system for the Python programming language and proposes Skramble, an embeddable Python programming environment for use within existing learning systems. TuringLab has been used to teach children how to programme at a number of volunteer-led coding clubs. Children engaged well with the system, and the volunteers, who acted as teachers in these sessions, found it an extremely valuable educational tool. Skramble is an open source environment and is designed to abstract functionality such as code execution, error handling, syntax analysis, code testing, output capture and package management: allowing this feature-rich environment to be easily integrated into existing learning systems.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    https://trinket.io/.

  2. 2.

    https://thimble.mozilla.org/.

  3. 3.

    http://blog.humphd.org/thimble-and-bramble/.

  4. 4.

    https://groklearning.com.

  5. 5.

    https://codio.com/.

  6. 6.

    https://docs.python.org/3.4/library/turtle.html.

  7. 7.

    https://github.com/mozilla/brackets.

  8. 8.

    https://github.com/adobe/brackets.

  9. 9.

    http://www.skulpt.org/.

  10. 10.

    https://scratch.mit.edu/.

  11. 11.

    https://trinket.io/blocks.

  12. 12.

    https://trinket.io/python.

  13. 13.

    http://www.numpy.org/.

  14. 14.

    http://matplotlib.org/.

References

  1. Stergioulas, L.K., Drenoyianni, H.: Pursuing Digital Literacy in Compulsory Education. New Literacies and Digital Epistemologies, vol. 43. Peter Lang Publishing Inc., New York (2011)

    Google Scholar 

  2. Gove, M.: Michael Gove speaks about computing and education technology (2014). https://www.gov.uk/government/speeches/michael-gove-speaks-about-computing-and-education-technology. Accessed 27 Aug 2015

  3. Cellan-Jones, R.: A computing revolution in schools, September 2014. http://www.bbc.co.uk/news/technology-29010511. Accessed 4 Jun 2015

  4. Department for Education. National curriculum in England: computing programmes of study, September 2013. https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study. Accessed 4 Jun 2015

  5. Jones, S.P.: Code to joy. Times Educ. Suppl. (2015)

    Google Scholar 

  6. Computing at School. Computing Teachers Call For More Training Amidst Concerns Pupils Know More Than Them, January 2015. http://www.computingatschool.org.uk/index.php?id=current-news&post=quickstart-launch-2. Accessed 4 Jun 2015

  7. OurICT. Ten Resources for Teaching Computer Science (2015). http://www.ourict.co.uk/teaching-computer-science/. Accessed 22 Aug 2015

  8. Brown, N.C.C., Kölling, M., Crick, T., Jones, S.P., Humphreys, S., Sentance, S.: Bringing computer science back into schools: lessons from the UK. Special Interest Group on Computer Science Education (2013)

    Google Scholar 

  9. EdSurge. Teaching Kids to Code (2015). https://www.edsurge.com/research/guides/teaching-kids-to-code. Accessed 14 Oct 2015

  10. Flanagan, J.: 10 places in Britain where you can learn how to write computer code (2013). http://www.theguardian.com/technology/2013/oct/14/learn-how-to-code. Accessed 27 Aug 2015

  11. Zheng, S., Rosson, M.B., Shih, P.C., Carroll, J.M.: Understanding student motivation, behaviors and perceptions in MOOCs. In: ACM Conference on Computer Supported Cooperative Work & Social Computing, March 2015

    Google Scholar 

  12. Ofsted. Virtual learning environments: an evaluation of their development in a sample of educational settings (2009)

    Google Scholar 

  13. EDUCAUSE. 7 things you should know about learning tools interoperability. Technical report, EDUCAUSE (2013)

    Google Scholar 

  14. Alzaghoul, A.F.: The implication of the learning theories on implementing e-learning courses. Res. Bull. Jordan ACM 11(11), 27–30 (2012)

    Google Scholar 

  15. Mödritscher, F.: e-Learning theories in practice: a comparison of three. Sci. Technol., 3–18 (2006)

    Google Scholar 

  16. Black, P., Wiliam, D.: Inside the Black Box: Raising Standards Through Classroom Assessment. Granada Learning, London (1998)

    Google Scholar 

  17. Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D.: Assessment For Learning: Putting it into Practice. McGraw-Hill Education, London (2003)

    Google Scholar 

  18. Cooper, D., Adams, K.: Talk about Assessment: Strategies and Tools to Improve Learning. Thomson/Nelson, Toronto (2007)

    Google Scholar 

  19. Knight, J.: The assessment for learning strategy. Technical report, Department for children, schools and families (2008)

    Google Scholar 

  20. Anderson, T.: The Theory and Practice of Online Learning. Athabasca University Press, Athabasca (2008)

    Google Scholar 

  21. Vygotsky, L.: Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, Cambridge (1978)

    Google Scholar 

  22. Wood, D.: How Children Think and Learn: The Social Context of Cognitive Development. Blackwell, Oxford (1998)

    Google Scholar 

  23. Brophy, J.: Toward a model of the value aspects of motivation in education: developing appreciation for particular learning domains and activities. Educ. Psychol. 34(2), 75–85 (1999)

    Article  Google Scholar 

  24. Juriševič, M.: Creativity in the zone of proximal motivational development. In: Facilitating Effective Student Learning Through Teacher Research and Innovation, pp. 415–429 (2010)

    Google Scholar 

  25. Keller, J.M., Suzuki, K.: Use of the ARCS Motivation Model in courseware design (1988)

    Google Scholar 

  26. Adler, M.J.: The Paideia Proposal: An Education Manifesto. Macmillan, New York (1982)

    Google Scholar 

  27. Brophy, J.E.: Synthesis of research on strategies for motivating students to learn. Educ. Leadersh. 5(2), 40–48 (1987)

    Google Scholar 

  28. Scott Grabinger, R., Dunlap, J.C.: Rich environments for active learning: a definition. Res. Learn. Technol. 3(2), 5–34 (1995)

    Article  Google Scholar 

  29. Huffaker, D.A., Calvert, S.L.: The new science of learning: active learning, metacognition, and transfer of knowledge in e-learning applications. J. Educ. Comput. Res. 29(3), 325–334 (2003)

    Article  Google Scholar 

  30. Pearlman, B.: Making 21st century schools creating learner-centered schoolplaces/workplaces for a new culture of students at work. Educ. Technol. 49(5), 14–19 (2009)

    Google Scholar 

  31. Walser, N.: Spotlight on Technology in Education. Harvard Education Letter Spotlight, vol. 7. Harvard Educational Publishing Group, Cambridge (2011)

    Google Scholar 

  32. Twigg, C.A.: Quality, Cost and Access: The Case for Redesign. Prentice-Hall, New Jersey (2002)

    Google Scholar 

  33. Gordon, N.: Flexible pedagogies: technology-enhanced learning (2014)

    Google Scholar 

  34. Arkorful, V., Abaidoo, N.: The role of e-learning, advantages and disadvantages of its adoption in higher education. Int. J. Instr. Technol. Distance Learn., 29 (2015)

    Google Scholar 

  35. Maloney, J., Burd, L., Kafai, Y.: Scratch: a sneak preview. In: Creating, Connecting and Collaborating Through Computing (2004)

    Google Scholar 

  36. Maloney, J.H., Peppler, K., Kafai, Y.: Programming by choice: urban youth learning programming with scratch. In: ACM SIGCSE Technical Symposium on Computer Science Education (2008)

    Google Scholar 

  37. Franklin, D., Conrad, P., Boe, B., Nilsen, K.: Assessment of computer science learning in a scratch-based outreach program. In: Proceeding of the 44th ACM Technical Symposium on Computer Science Education (2013)

    Google Scholar 

  38. Kelleher, C., Pausch, R.: Lowering the barriers to programming: a taxonomy of programming environments and languages for novice programmers. ACM Comput. Surv. (CSUR) 37, 83–137 (2005)

    Article  Google Scholar 

  39. Hoc, J.-M., Nguyen-Xuan, A.: Language semantics, mental models and analogy. Psychol. Program. 10, 139–156 (1990)

    Article  Google Scholar 

  40. Gomes, A., Mendes, A.J.N.: Learning to program-difficulties and solutions. In: International Conference on Engineering Education, pp. 1–5 (2007)

    Google Scholar 

  41. Deek, F.P., McHugh, J.A.: A survey and critical analysis of tools for learning programming. Comput. Sci. Educ. 8(2), 130–178 (1998)

    Article  Google Scholar 

  42. Van Gorp, M.J., Grissom, S.: An empirical evaluation of using constructive classroom activities to teach introductory programming. Comput. Sci. Educ. 11(3), 247–260 (2001)

    Article  Google Scholar 

  43. Sentance, S., Csizmadia, A.: Computing in the curriculum: challenges and strategies from a teacher’s perspective. Educ. Inf. Technol. 22, 469–495 (2016)

    Article  Google Scholar 

  44. Kemp, P., Dorling, M., Humphreys, S., Hunt, S., Jackson, C.: Computing in the national curriculum: a guide for secondary teachers (2014)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Computing, Imperial College London, 180 Queens Gate, London, SW7 2RH, UK

    Henry Miskin & Anandha Gopalan

Authors
  1. Henry Miskin
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Anandha Gopalan
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Henry Miskin .

Editor information

Editors and Affiliations

  1. University of Salerno, Fisciano, Italy

    Gennaro Costagliola

  2. Ulster University, Belfast, United Kingdom

    James Uhomoibhi

  3. University of Denver, Denver, Colorado, USA

    Susan Zvacek

  4. Carnegie Mellon University, Pittsburgh, Pennsylvania, USA

    Bruce M. McLaren

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this paper

Cite this paper

Miskin, H., Gopalan, A. (2017). Skramble: An Embeddable Python Programming Environment for Use in Learning Systems. In: Costagliola, G., Uhomoibhi, J., Zvacek, S., McLaren, B. (eds) Computers Supported Education. CSEDU 2016. Communications in Computer and Information Science, vol 739. Springer, Cham. https://doi.org/10.1007/978-3-319-63184-4_11

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-63184-4_11

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-63183-7

  • Online ISBN: 978-3-319-63184-4

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation