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OLPC | Don Hopkins

OLPC

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SimCity, Robot Odyssey, and Visual Programming

From: Don Hopkins
Subject: Education?

Of course it might just be more powerful and efficient to re-implement something like Klik-and-Play from scratch in Python, as a plug-in visual scripting component, which can be used to script a HyperCard-like gui environment, and games built on top of it like SimCity and Robot Odyssey.

From: Antoine van Gelder
Subject: Education?

Anyone know the current status of being able to turn an AST tree emitted by the Python compiler module back into code after it has been modified ?

From: Andrew Clunis
Subject: Education?

I've been looking into this for Develop activity, but it seems that path has never been explored. Best approach seems to be to write a pretty-printer to walk the tree.

From: Guido van Rossum
Subject: Education?

I'm curious about the focus on ASTs that seems apparent in this subthread (though I may easily be misreading between the lines :-). I've always been more inclined to edit the text and re-parse from there, as it puts the author in control of formatting, comments etc., and this is how most "real-world" environments work. (Not that that necessarily makes it better, but neither is the opposite true.) Is someone willing to write up a brief comparison between the two approaches?

OLPC Visual Programming Language Discussion with Guido van Rossum and Alan Kay

This is a discussion from the OLPC Sugar mailing list, about implementing visual programming languages like eToys in Python.

From: Guido van Rossum
Subject: Etoys and integration

Isn't the mere presence of eToys on the XO a complete anathema to the sugar philosophy?

From: MBurns

I think the quote is referencing something else (though I may misunderstand).

The eToys environment is a self-contained world of development. One that exists within the Sugar world of development. Programs, projects, source code and objects written in that eToys world do not exist outside in the Sugar world. You can write a sugar Activity or an eToys bundle, and, as we have seen in the gaming realm, they can often accomplish the same end goal.

Now this may or may not be an issue to people(OLPC devs, students, teacers), they may or may not care, but it is an interesting 'world inside a world' for this transparent learning machine we are developing.

From: Alan Kay

Guido knows that I've been advocating that the Python folks should do Etoys or a very Etoys like environment in Python (and that the rest of the OLPC be given an objectification and media and scripting integration that is Etoys like).

However, there are simply zillions of things left to be done everywhere for OLPC so the first round of SW on the XO will be more of a gathering of "suggestive" features and abilities (of which Etoys is just one). That seems fine to me.

Viewpoints Research (our little non-profit) doesn't have any "ego or identity" staked around whether the children's authoring environment is Python based or Squeak based. I have said many times that, if the general integrative base of XO is to be Python, then the Etoys-like authoring should be based in Python also.

However, I will personally fight to the death to make sure that there is a children's authoring environment that allows even young children to do simulation style programming with very rich media objects.

For now, that is Etoys. It could be a suitable object-oriented Logo with media objects (this is essentially what Etoys is). It could be some better design (let's do one). The base could be Javascript (if implemented on top of an integrated environment of sufficient power), Python (ditto), Ruby (ditto), etc. Whatever it is, it has to be above high thresholds, not a hack or a gesture.

Besides the programming the children use to learn important ideas in math and science, they also need to be able to see how their own computer world is structured by being able to "pop the hood" on practically everything they use. Perhaps it is OK for high school children to see the current code (but I don't think so). I think there needs to be a wrapping on the entire set of facilities that uses the same conventions that 9 year olds do their own programming in. Again, if it is to be Python, then it needs to be crafted a bit for younger children. E.g. Etoys allows easy unlimited parallel tasking, and this is very important for children's programming. Etc.

There are many good things that can be done here. We live in a computing world in which there is a tremendous amount of identification between many programmers and the tools they use -- so strong that it resembles religious fervor. From my view, ALL of the system have such flaws that we are better off being critical of all of them and try to use the best ideas from everywhere.

If "Children First!" is really the goal here, then we must spend most of our energies trying to make the childrens' environments more conducive to creative learning of powerful ideas.

Cheers,

Alan

From: Guido van Rossum

Thanks Alan. I'm quite satisfied with this response and I agree with the priorities!

Slashdot OLPC SimCity Discussion

From: Don Hopkins
To: Alan Kay
Subject: Slashdot OLPC SimCity Discussion

I'm with you completely! Here are a couple messages I posted in the Slashdot discussion "One SimCity Per Child":
http://games.slashdot.org/article.pl?sid=07/11/08/200234

Here's a great article, too!
http://arstechnica.com/news.ars/post/20071110-original-sim-city-donated-to-one-laptop-per-child-project.html

-Don

Responding to Alan Kay's criticisms of SimCity

In other (and fewer) words, the plan is to respond to Alan Kay's valid criticisms of SimCity by opening it up to scripting languages, documenting and parameterizing how it works, and ultimately implementing an eToys-like visual programming language for scripting and extending SimCity, and implementing your own games based on the reusable components that SimCity will be rebuilt in terms of (like a generic tile engine, sprite engine, map editing tools, numerical and symbolic layers, data visualizations, overlays, annotations, points of interest, etc).

Oops, I was trying for fewer words. Oh well...

-Don

Alan Kay's ideas about SimCity for OLPC

I just received this exciting email from Alan Kay. I totally agree with the direction he wants to take SimCity for the OLPC!

-Don

From: Alan Kay
To: Don Hopkins
Date: 11/9/2007 6:14 PM
Subject: SimCity for OLPC

Hi Don --

I'm writing to applaud you for your plans to reimplement SimCity for children on the OLPC.

My main complaint about this game has always been the rigidity, and sometimes stupidity, of its assumptions (counter crime with more police stations) and the opaqueness of its mechanism (children can't find out what its actual assumptions are, see what they look like, or change them to try other systems dynamics).

So I have used SimCity as an example of an anti-ed environment despite all the awards it has won. It's kind of an air-guitar environment.

In the past, I tried to get Maxis to take the actual (great) educational possibilities more seriously, but to no avail.

Going to Python can help a few areas of this, but a better abstraction for the heart of Sim-City would be a way to show its rules/heuristics in a readable and writable form. Both of these could be stylized to put them in the child's own thinking and doing world. For example, just the simple route of making a drag and drop scripting interface for Etoys allows children to make very readable and writeable scripts and helps the children concentrate on what they are trying to do. A carefully designed object system (that is filtered fro children) can expose the environment so they can really think about it.

I'm not at all suggesting that Etoys be used here, but I am suggesting that some deep design be done to come up with a "behavior modification interface" that allows real creativity on the part of the children. So it is much more than stringing black boxes together or having to deal with fragile procedurals.

I sense that you have some interests in making SimCity really a microworld for children's learning and exploration from reading your webpage.

Children in 4th - 6th grade can do a lot here if they are given a good UI and tools. So, we could think of part of this project as a "pre-Python" UI.

Scalability and non-scalability of ideas are interesting. Rocky's Boots is still one of the best ever games that provide profound learning experiences. The extension of this to Robot Odyssey didn't work because the logic and wires programming didn't scale well enough -- the bang per effort dropped off precipitously. I was Chief Scientist at Atari at that time (Warren Robbinet worked for me) and I worked with TLC to try to get them to realize that something like Logo, or even better, a rule-based robot programming system, was needed. The failure of Robot Odyssey really pained me because I thought that the concept of this game was one of the best ever (still is). But it just needed a much better notion of how the children were going to program the robots. I think the same goes for SimCity.

Cheers,

Alan

SJ Klein's OLPC Keynote at GDC Serious Games Summit

Here is a description of the OLPC talk that SJ Klein is giving at the Serious Games summit on Tuesday the 6th:

https://www.cmpevents.com/GD07/a.asp?option=G&V=3&id=520162

Alan Kay on Programming Languages

Alan Kay wrote:

It's hard to point to any programming language for beginners that has a really great form. One thing that has consistently worked is "close to natural language but clearly not natural language". That is, it really helps if the gist-view of a program is a kind of metaphor for what it does, even if one has to think harder about the detailed meaning. For children, Hypercard was OK in many respects for the gist-view, but was too like English for both deep understanding and for programming (many children had a hard time getting past the idea that Hypercard couldn't understand and do any reasonable English sentence). This was debated endlessly in Logo circles, and Logo wound up going from a much more English-like syntax to one much more like Lisp (this was a big mistake in my view). Finding the balance between these is critical, because it governs how much brain is left to the learner to think about content rather than form. And for most learners, it is the initial experiences that make the difference for whether they want to dive in or try to avoid future encounters.

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