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Dyed All Hues

Thinker and Experimenter,


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Should we start teaching children in Primary and/or Secondary School "Coding"?

Coding is computer lingo, which I've heard a million times, but I've never really found an interest in learning anymore, until I saw this video, http://www.youtube.com/watch?v=dU1xS07N-FA.

I believe that learning coding seems like a fascinating task now. I feel that coding would be pretty amazing skill to spread to the future innovators of tomorrow. I have not yet given myself the opportunity to learn coding, but after watching this I will check it out in the near future.

Do you think that the current curricula for education would fit a whole new division of computer science related courses, like coding (I think it's the big one?).

What are your views of more technologically based educational environments in the near future?

Does anyone else imagine a world of cyborgs....ha, but seriously, what are the limitations to having this skill?

If you have any other questions that might get answers or you have an answer for, then ask away and let's challenge the boundaries my fellow Tedsters! =)


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  • Mar 19 2013: I'm an avid programmer myself so it may be that I can't speak for everyone but learning to code actually teaches people problem solving techniques and creates a wider understanding for a lot of things. You don't even have to learn anything too difficult to better grasp a lot of things around you, how they work and even why they work like they do. This concerns computer environments mostly, but is not limited to such.

    The most healthy thing to do seems to peak interests early on in a 'playful' environment. The ones that hunger for more should be given that opportunity while those that are sated with just the basics still learn enough to be of any use, be it only theoretical or insightful.
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      Mar 21 2013: Hi Ruben,

      Could you dive deeper into the psychology of the skills you have attained from coding? Please give some life examples, if possible.
      • Mar 21 2013: Coding is about breaking down problems in the subproblems they consist of. This applies to computable problems but can be extended to include pretty much anything, yet still I find it hard to find examples as this happens mostly unconsciously.

        I guess what taught me most was what is nowadays known as 'Object Oriented Programming'. This means that one can tackle a problem by building blocks (Objects) that only contain information relevant to the problem and then make these blocks interact with eachother. One can easily see that this is a very intuitive approach and is adopted by most people quite naturally. This is basically what our brains do with everything around us: filter out the currently relevant information and apply this somehow.

        After having built these blocks myself, made them interact, I automatically began to think about my surroundings. Simple things mostly. Let's take a train station for example, as I take the train quite regularly. Trains could be objects, so could the station be and maybe the different railroads. You know there are other stations, which the trains can drive between. Maybe make a train driver an object that knows about it's destinations, etc. Using the approach one automatically builds a model of a train net bottom-up. For especially chaotic minds as mine this can be a blessing and helps understanding; where you don't know how something functions you insert a building block that you know interacts with it's surroundings in some way and using this approach maybe even deduce what it should be or how it might work.

        This exposition might seem a bit vague but it was actually astoundingly hard to think about the way I think almost naturally now.
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          Mar 21 2013: Thank you very much Ruben. It is one of those commonalities of life that are the most difficult to depict, but when you finally are able to depict it, then you might learn more about yourself or cherish those things way more. =)

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