HTML Fail and Debriefing… kind of – D58

So, we (with Isa) are done with our web app but we wanted to code some HTML to put it nicely decorated. To our misfortune, we fail terrible doing the HTML code and now the app doesn’t run (we can reverse it to the original, simple one). We are figuring it out how to code HTML in Cloud9, but it’s kind of difficult, nevertheless I’ll tell you when it’s nice and pretty and working.

During debriefing, everybody appeared to be brain dead so it was not so interesting. We talked a little about the day, also about the organizations of the Convivio, and of the last day of this semester.

The Web App Ran! and Debriefing – D56

We did it! Along with Isa, we created our first web app called Euclid’s Sorting Hat. The app finally ran on a webpage and now the next step is to edit it and put it nice using HTML. We are still learning how to use this code and we found some trouble doing so, but Kyle is going to help us this week I think.

Later, we had our debriefing of the day. Nothing really interesting happened. Carla joined us for this part of the day.

By the way, before programming class we participated in an activity of ice breaking and to know each other in order to give feedback to Wayne Leighton and Lissa Henkel for the Antigua Forum of next year. It was ok.

“Hello World!” and Debriefing – D49

In today’s programming class, we finished our web app on Heroku! It’s very simple and only says “Hello World!”, but it’s a start in order to build more interesting apps like Euclid’s Sorting Hat.

Today’s debriefing was a little different than it’s used to, because Bert showed us a video called, Stuck on an Escalator, about how people think they are stuck in something when they are really not stuck at all. The other thing Bert shared with us was a couple of quotes regarding education and personal commitment. The main reason Bert shared these with us was to reflect on how we are feeling at the MPC, and how that is a natural thing to feel that we can overcome if we work together.

This is the quote he showed to us:
"Socrates was one of the first to recognize the intimate and necessary relationship between education and personal commitment. His pedagogy was skillfully shaped to penetrate the protective armor of custom and opinion to release in the suddenly exposed and vulnerable individual a sense of shocked engagement. The aim of the elenchus—the name given to his teaching method—was to give birth to a desire for authentic learning. Intellectually, the elenchus, as it worked on the student, moved from strongly held opinion, to floundering uncertainty, to loss, to not-knowing, that engendered the authentic quest for meaning, the desire for finding out. Emotionally, the elenchus began with smug ease (‘I know what I think’) that dissolved into unease, then into anguish, then into concern and, finally, into collaborative and reflective curiosity." (Peter Abbs, The Educational Imperative: Socratic and Aesthetic Learning, p. 17)

Programming class (Sinatra) – D47

For the programming class, Kyle showed us how to build a web app using a program called Sinatra. We didn’t finish building it because there were some details Kyle didn’t know, but it was a good start. I have to say that the class was a little disappointing because of the disrespect of almost all of us to Kyle. At first I have to admit that I was distracted viewing dog photos with Isa, but then I engaged in the class while others were very distracted and kept holding back our progress in the class. They were doing something else and not paying attention to Kyle, so they got frustrated because they didn’t understand and basically they were kind-of whining. The MPC’ers were Marce, Gaby, Chacho, Lucía, Lore, Mabe, Isa, and I. I felt a little embarrassed with Kyle because of our behavior so I apologized with him at the end of the class. By the way, at the middle of the class Dylan interrupted and started to talk with Mabe, and Kyle, well, he basically told Dylan to go.

Solving doubts about programming – D46

Kyle arrived at the MPC after we ended our debriefing for replacing yesterday’s class. Only some of us stayed (Isa, Javier P., Carmen, Pablito, Marce, Lore, Chacho, and I) and discussed our apps. With Isa, we decided to work on her idea about making an app that chooses the random person that would demonstrate Euclid’s Proposition, instead of our original idea of a sketchpad for making the Propositions. With some of Kyle’s help, we finished our algorithm and it worked very well, so the next step is to build it on a web surface (Sinatra would be). By the way, the app would be called "Euclid's Sorting Hat" (with reference to Euclid and Harry Potter's Sorting Hat).

Euclid's Sorting Hat's Algorithm

After that, Carmen asked me for some help for her recording of Proposition 13, so I helped her and stood for almost two more hours. Sometimes I’m impressed about how good I am…

Singing? Individual Work and more Individual Work – D45

For performing arts, we started to work formally on the madrigal “Let us sing with one accord”, so each one of us got their melody to start practicing their rhythm and singing. It was mostly an individual work since we didn’t practice as a group, but it was fine that way.

After that we had individual work (which I didn’t use properly. Well, I did some Euclid) until 4:30 p.m. Then, Kyle notified us that he wasn’t coming today and that caused a bit of trouble. We got into a circle and tried to decide what we were going to do. Some said more individual work, some said group work for programming. It was kind of a dilemma and you could easily tell that most of us are very frustrated of how things are going. We had a small debrief and realize we are not behaving according to our standards, especially when Bert is not with us. What is it? Are we still in a need for some authority? Unfortunately, I think that is happening. We are not yet truly self-governed. Our learning curve has slowed down a lot, and I’m afraid of that getting worse. In conclusion, everybody did what we wanted (mostly individual work) and Kyle is coming tomorrow to replace the class. Of course, some said they couldn’t stay after 3 p.m. so only some of us are staying tomorrow.

Programming Class? – D33

This afternoon and for the first time, Kyle run an hour late for our programming class. Meanwhile, he told us that the two groups missing to present their Project Euler Problem should present and when he arrive, we will discuss a couple of chapters of Taming the Infinite. It was hard for everyone to pay attention to the first group presenting, and for the rest of the class only some dedicated some work to solving the problem. When Kyle arrived, he started helping the group who was solving the problem and the rest of the class did practically nothing but talk. In the solving group were Isa, Alejo, Mabe, Chacho, Marce, and Grace. I dedicated my time to talk with Carmen and Carla, but nothing more. It was a very interesting talk though.

During debriefing, the commitment issue surged again, mainly because of the problem in programming class. Once again, everybody committed to be more self-governed and make a greater effort. And that was it for this Monday… 

Programming Presentations – D29

For programming class with Kyle, we first talked about the course of the class and decided to work on a mini project for this semester and a bigger project for next semester, I am thinking of a phone app. After this, Pablito and Carmen presented their Project Euler problem (20) and because they didn’t had it finished, we all finished it together during the rest of the class. Although it was a little slow, it was a good approach of solving this problem and I did learned a lot.

Project Euler's 20

Progressing on Programming! – D25

Remember Euler’s programming problem? Well, during programming class with Kyle we took off were we left, so I got together with Marce and Lore to finish Project Euler’s third problem. After having some trouble trying to proceed with our problem, we asked Kyle for some guidance and after his advice and some improvements with our solution, we could answer it finally! It was very rewarding being able to work a solution and understanding it. After this, we presented the results to the class. It was great!

*Here is our problem if you want to try some programming and start solving Euler’s problems!

Problem 3 of Project Euler

Solving procedures – Dialogue with Kyle P. D14

On today’s class with Kyle, we were supposed to see two programs of github. We didn’t see any of those because we focused on a very simple procedure. By Lucia’s recommendation (Thank you by the way! _(sarcasm)), we discussed what we can do to make an order in the eye contact exercise. We spent about an hour discussing this, and again it was frustrating the slow pace of the class and the disinterest of some of the MPC’ers. 

Introducing programming with Kyle – D12

Following with the Sixteen Stones story, Kyle introduced us to the programming world. It was a more fluid and dynamic class, and we looked at some other examples of programming pages and how programs interact in it. Although programming doesn’t sound that interesting and you may think is only for “nerds who really like math” (I also thought like this before), you notice that without programming we wouldn’t have many of the technology inventions we enjoy today. Programming could be for anyone who enjoys creating, innovating, and transforming. 

Sets and Algorithms (Sixteen Stones) – Kyle P. D10

So, after reading Sixteen Stones by Samuel Beckett, Kyle had planned to find applications in real life based on the story. It started well, viewing only the steps the guy on the story did in order to suck all the pebbles and keep them on the same group. We reviewed these steps and them made them an index. Then, we transformed this index into a set, which had location and a value. To summarize everything, we spent about an hour in this subject because only few people understood it. It was just frustrating to advance so little in a lot of time.

“Sixteen Stones” by Samuel Beckett – Dialogue with Kyle P. – D8

Today with Kyle we read two stories, Sixteen Stones by Samuel Beckett, and The Abominable Mr. Gunn by … We only discussed the first one, which was about a guy who had 16 stones and wanted to suck each stone one time in every cycle to not get thirsty. He arranged many forms to distribute the pebbles in the four pockets he had in his coat and trousers and still keep as balanced as possible. After several tries, the man decided just to keep one and throw the rest. We also discussed other ways that the man could arrange the pebbles in a better way. The dialogue was OK.