Hi, I found this reduce to much the feature. Playing, mixing colour is one of the first thing I teach to children. I prefer to ask "to switch a color , then to another color after some seconds". Letting them some choice is primordial for letting them feel they can control the robot, understand the technology.
Regards *Bonani Michael* Tél.: +41 (0) 21 693 78 69 Mobile: +41 (0) 76 349 72 14 Association Mobsya Av. Vinet 7 1004 Lausanne www.mobsya.org 2014-02-10 17:47 GMT+01:00 Stéphane Magnenat <[email protected]>: > Hi, > > > If I understand correctly, the idea would be to have "red or not", >> "green or not" and "blue or not" (and the mixes)? I don't really see how >> this would be an advantage. Playing with the colours can be fun, finding >> the blue you want instead of having only one can bring some creativity >> and can be a good pretext to make students play with VPL. I would vote no. >> > > The point of simplifying VPL is to make the introduction to computer > science, and its evaluation, as simple as possible. Quoting. Prof. Gärtner: > "Imagine a problem where you ask children to switch the color to blue, > then to red after some seconds. What you want to check here is whether they > get the logic right, and not whether they can correctly mix colors. And if > for example, a kid does a mixture of red with some other color (they do > such things for fun if they can), do you consider the solution correct?" > > I have not seen this problem but it might be because I was not paying > attention. What is clear is that, if we wish to test our tool in a > scientifically-sound way, we have to be attentive of not testing something > else than we think we test. > > That said, I currently feel that this change reduces too much the feature > set, but I would like to hear from people who have more educational > experience than me. > > > kind regards, > > Stéphane > > -- > http://stephane.magnenat.net > > _______________________________________________ > Aseba-edu mailing list > [email protected] > https://mail.gna.org/listinfo/aseba-edu >
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