Packt Publishing, the publisher of Scratch 1.4 Beginner’s Guide, is now making ebooks available in epub format. The change is compatible with iPad users, Nook readers, and a variety of other devices.

If you act before July 31, 2010, you can order a copy of Scratch 1.4 Beginner’s Guide directly from Packt at 50% off the cover price. Use the promo code “epub0710″.

You can read Phil Shapiro’s review at PC World.

Scratchers should recognize the interface and concepts of Google’s app inventor for Android. Based on the project description, the app inventor turns programming on its head and gives non-programmers a vehicle to create applications through graphical blocks. That’s powerful stuff.

The app inventor project recognizes several earlier projects for providing research and inspiration. It mentions an ongoing collaboration with the Scratch Team, which Mitch Resnick confirms in a Scratch Ed thread.

From the app inventor page:

The educational perspective that motivates App Inventor holds that programming can be a vehicle for engaging powerful ideas through active learning. As such, it is part of an ongoing movement in computers and education that began with the work of Seymour Papert and the MIT Logo Group in the 1960s.

I’ll be watching this project closely and will be shopping for an Android phone. It seems like a logical jump from the playful environment of Scratch.

The Scratch project won a Best in Class for design in the Digital Media and Learning Competition. The award will help fund the development of Scratch 2.0, which promises mobile, social media, and enhanced collaboration features.

Here’s a short video from the Scratch Team.

Congrats Scratch Team.

To celebrate community Scratch Day on May 22, 2010, the OLPC Learning Club in Arlignton, VA will host a Scratch Circus. There will be fun, learning, and prizes. There will be activities for children, teens, teachers, and parents.

I’ll make the relatively short trip to Arlington to participate in the circus and lead a workshop for the parents. If you’re within a few hours of Arlington, why not make the trip? Or find a Scratch Day event near you.

I’d like to thank Mike Lee and the OLPC Learning Club D.C. for inviting me to participate. I’m looking forward to it.

I just finished Problem Solving 101 by Ken Wantabe and found it a delightfully simple look at how to solve problems. Ken frames problem solving in this way:

Problem solving isn’t a talent some people have and others don’t. It’s a habit. By developing the right skills and adopting the right attitude, anyone can become a problem-solving kid.

Ken identifies four aspects of problem solving:

Understand the current situation.

Identify the root cause of the problem.

develop an effective action plan.

Execute until the problem is solved.

That’s a simple and accurate view of problem solving. Sounds a lot like Scratch programming or any computer programming, doesn’t it?

Ken originally wrote the book as a guide for Japanese schoolchildren, but it has gained an international business audience. It’s easy to see why.

Check it out for yourself. Purchase via Amazon affiliate link.

Do  you think creating games takes a magical touch of brilliance and creativity?

Andrew Woodbridge challenges your notion the click me challenge. [Thanks to David Barnes for the tip].

Andrew says:

One of the things I mentioned was to create a very simple game, as quickly as possible, to get that out of your system. You CAN make games. You can take all those half-created demos and random collection of code that you’ve amassed like a giant Tinker-Toy set and you can make that into a game. I flippantly mentioned something like “Click Me to Get Points” as a lame game that you wouldn’t share with your best friend, but that could help you realize that “yes” it’s easy and fun to make games.

This concept dovetails well with Scratch. Scratch makes it easy to create games that can start simple, engage the creator, and grow into something more complex and interesting as your skills grow.

If you’ve read Scratch 1.4 Beginner’s Guide, then you know that I’m not exactly the most creative game developer to ever write a computer programming tutorial. However, the projects cumulatively add programming concepts and complexity. I had fun writing it, and there’s lots of room for your own customizations.

I happen to believe the dirty secret with Andrew’s post is that it applies to other creative activities, such as writing. Start simple, move quickly, and iterate.

How about you? Do you wish you had what it takes to learn how to create games?

Scratch 2.0 features support for mobile devices, social media, group authoring, and web-based remixing.

Too bad Scratch 2.0 doesn’t exist yet. However, if the MIT team wins the Digital Media and Learning competition, those are the proposed features for the next generation of Scratch.

Andres Monroy-Hernandez from the Scratch team talks about the award in a forum post, here. The text of the competition submissoin at Digital Media and Learning is here: http://dmlcompetition.net/pligg/story.php?title=241.

I often hear people opine about how today’s youth are wired at birth, but are they fluent? According to the Computer Research Association, enrollment in U.S. based computer science degrees is down 46% between 2003 and 2006.

The question becomes what are we going to do about it because so much of our future personal, professional, and national security depends on having competent technologists.

From the Wired story Darpa: U.S. Geek Shortage Is National Security Risk:

Darpa’s now hoping someone, somewhere, can come up with a way to make future philosophy majors change course. And they want to get ‘em while they’re young: Darpa insists that programs be “targeted to middle and high school students, and include methods “to maintain a positive, long-term presence in a student’s education.”

A long-term presence that includes evenings and weekends. Rather than incorporate computer-based activities into academics, Darpa wants the programs to be extracurricular, “perhaps as an after school activity, weekend, or summer event.”

Darpa is a U.S. Pentagon research group that has an obvious concern for U.S. security, and training 21st century geeks is a large part of our future security. This sounds like a perfect call to arms for Scratch or programs like Scratch that aim to make young people creators instead of raw consumers.

More importantly, Darpa wants buy-in beyond academics. It’s not that formal education isn’t necessary or event good; it’s that we shouldn’t rely on other people to be the sole educators of our young people. It’s why I think the open source community, Linux geeks in particular, are key adopters of Scratch.

Tell me what think.

Title: Community Scratch Day 2010
Location: Your Community
Link out: Click here
Description: From the Scratch website: “Scratch Day is a worldwide network of gatherings, where people come together to meet other Scratchers, share projects and experiences, and learn more about Scratch.”

Are you planning an event?

Date: 2010-05-22

Computer programming has a marketing problem, if you believe what the National Science Foundation says. The NSF asserts that people like marketers and journalists need computer science skills; in other words computer science is not just for science and technology nerds anymore.

From an NSF press release:

Do only computer scientists need an education in computer science? In today’s innovation-driven economy, the answer is ‘not anymore’.

Since the skills learned in computer science, like complex problem solving and analytical reasoning skills, are important for building a foundation for numerous careers including jobs in science and technology, as well as jobs in marketing, journalism and the creative arts, most people will need an education in computer science.

I’ll let you pause so that you can picture your local marketer coding the world’s most innovative productivity enhancing widget. [If you miss the humor, perhaps you are either a world-class marketer or you do not work closely with any marketers].

Now it’s easy for me to pick on marketers. It is, after all, my current day job. I manage accounts, write copy, buy media, and conduct web application testing – including writing automated tests. Oh, and I write computer books.

But I don’t consider myself a marketer. Rather, I’m a technical communicator.

Computer Science for All

I agree with the NSF that computer science has a place beyond the traditional science and technology careers, and have held that belief for several years now; though I haven’t necessarily been able to articulate my perspectives until recently. The dip, is convincing the majority that digital fluency pays a dividend in virtually any career field you can think of.

Mitch Resnick, Scratch’s project leader, argues that digital fluency (link opens a PDF) means you not only consume technology (e.g., Facebook, Twitter, blogging), but you create things (e.g. interactive stories, games, multimedia projects). From the article, “Scratch: Programming for All” in the November 2009 issue of the Communications of the ACM:

There needs to be a shift in how people think about programming, and about computers in general. We need to expand the notion of “digital fluency” to include designing and creating, not just browsing and interacting. Only then will initiatives like Scratch have a chance to live up to their full potential.

There’s our marketing problem again. Scratch, a computer programming language, wants to change how people think about programming. Perhaps, Scratch is a vehicle to accomplish the larger ideal – computer science for everyone. However, Scratch is promoted as a computer programming language. I think that makes it easy for kids and teachers to overlook the technology because they don’t see how computer programming applies to them.

Consider spinach for a moment. If you dislike spinach, I will have a nearly impossible task of convincing you to eat a “new spinach” that doesn’t taste like the traditional spinach. I’d be better off finding a new name for my improved spinach.

The marketing problem for Scratch and computer programming is trying to sell computer science to groups of people (marketers, journalists, history teachers) who traditionally want nothing to do with computer programming. All the talk about developing logic and critical thinking skills won’t convince the people who need convincing.

So, if we don’t describe Scratch as a computer programming language, how do we describe it?