ICT Education: Scratch Coding Project Reflection Log Book and Analysis

This document presents a student's comprehensive reflection on a Scratch coding project within an ICT education context. The project involves creating an adventure game using Scratch, and the student documents their progress through a reflective log book. This log book is divided into three sections: project progression reflection (commencement, mid-project, and completion), a checklist of requirements, and a coding diary. The student details their achievements, employed computational thinking skills (decomposition, debugging, etc.), and applications learned beyond coding (storyboarding). They also assess their confidence levels throughout the project. The document includes storyboards for two adventures, along with a checklist of core coding requirements. The student reflects on the challenges faced, such as manipulating inanimate objects, and the importance of patience in programmatic thinking. The project demonstrates the application of computational thinking principles and the development of coding skills within an educational setting.

EDIT ICT in EDUCATION
SCRATCH Coding Project
REFLECTIVE LOG BOOK
Instructions:
This Booklet comprises three sections
Section A - Project Progression Reflection Log
The reflection log records your overall progress through the project at
three intervals – Commencement, Mid-project and Completion. You
will record your reflections at each of these junctures.
Section B - Checklist
The checklist provides you with a list of requirements to be completed
in the coding project. You will record and check your completion of
elements as you progress through the project.
Section C - Coding Diary
The coding diary is the place where you record what you have done,
and the difficulties you have experienced, during the coding project.
You will make an entry each time you work on the project.
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- Section A -
Project Progression
Reflection Log Book
Example Project Reflection Entry
Date: 23 June 2019
Progress:
What have you achieved so far? Give a brief description.
Example of style of response:
I have completed the costume changes and the resizing of the hero and friend
sprites. I started on the scoring for the hero touching the walls but still working
on this…
Computational Thinking Skills:
What computational thinking skills have you employed in achieving sub-elements?
Give examples.
Example of style of response:
 I found it pretty easy to Decompose the sub-element into separate
components that then formed scripts to control the following aspects
associated with the sprite …
 I needed to do a bit of Debugging where I …
 I need quite a bit of support and Collaboration via the Moodle forum to
make progress on the animal animation especially in relation to …
 I had quite a lot of trouble trying to develop an Algorithm to make the …
interact with the …
 In the end I got … to work but I for the … I wrote some scripts associated
with the … sprite which just don’t behave despite trying to Debug them by
setting different variable values and testing them.
 …
Application:
What applications have you learned that could be useful in broader contexts beyond
coding? Use Computational Thinking terminology in your response and bold these
words (e.g. Debugging, Decomposition etc.) within the text.
Example of style of response:
The frustration of the Debugging process certainly relates to Perseverance.
This is important to remember when my students are trying to work things out.
I will need to explore ways to scaffold their learning but still let them work it
out without them becoming too annoyed and giving up…
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Confidence:
How confident do you feel about achieving the requirements for this task overall?
Example of style of response:
Not having a background in ICTs, I was initially very apprehensive about this
project. However, having worked through the tutorials and Fletch’s videos I
have achieved the first steps giving me more confidence that I can do this…
Entry 1 - Project Commencement Reflection
(To be completed just after commencing the Project)
Date: 08/10/2019
Progress:
What have you achieved so far? Give brief description.
I tested the editor environment. I was able to complete the costume change for the
hero to indicate motion during his movement around the room. I also copied some of
the basic commands from the hero to the friend, in order to animate her. I locked her
movements with respect to rotation so that her body only flipped instead of rotating
around the waist area. The keys a and d were designated for left and right
respectively.
Computational Thinking Skills:
What computational thinking skills have you employed in achieving sub-elements?
Give examples.
I selected different costumes for the hero, so that whenever he moved, there was an
indication of movement. Also, I locked the rotation of the friend so that she would not
rotate, but the body would flip left and right whenever she was navigating. I changed
the arrow keys to designated left and right movements with a and d. It was only
achievable through thinking about movement as a problem.
Application:
What applications have you learned that could be useful in broader contexts beyond
coding? Use Computational Thinking terminology in your response and bold these
words (e.g. Debugging, Decomposition etc.) within the text.
I have learnt how to separate different actors and replicate a similar action with
different outcomes for each. For instance, I replicated the navigation function
implemented on the hero to the friend, and changed the action keys to separate their
actions, thus making them independent. In computational thinking, this application
taught me that certain pre-implemented approaches can be re-used and modified to
suit existing problems.
Confidence:
How confident do you feel about achieving the requirements for this task overall?
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I have enjoyed the introduction to scratch coding. Other programming languages are
relatively difficult because they require a programmer to remember syntax. Scratch is
fun and you only need to think computationally and use the provided tools to
accomplish tasks.
Entry 2 - Project Mid Reflection
(To be completed midway through the Project)
Date: 09/10/2019
Progress:
What have you achieved so far? Give brief description.
Animating the characters and giving them a conversational plot for different actions.
Computational Thinking Skills:
What computational thinking skills have you employed in achieving sub-elements?
Give examples.
I was able to alter the conversation captions between the hero and the friend. These
conversations were guided based on reception of certain triggers, such as going
through the exit or receiving a particular object.
Application:
What applications have you learned that could be useful in broader contexts beyond
coding? Use Computational Thinking terminology in your response and bold these
words (e.g. Debugging, Decomposition etc.) within the text.
Storyboarding is the main lesson in this lesson. I have taken roles in drama before.
Reading through scripts as a human being is easy. However, writing scripts for
characters in a game requires a lot of keenness. I will continue to perfect the
technique of triggered conversations to improve storyboarding techniques.
Confidence:
How confident do you feel about achieving the requirements for this task overall?
It was the first time for me to do any kind of animation task. Telling a story through
animated characters is a fun way for children to learn. It is an interesting technology
that I am eager to implement in the classroom.
Entry 3 - Project Completion Reflection
(To be completed at the end the Project)
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Date: 10/10/2019
Progress:
What have you achieved so far? Give brief description.
Manipulating the inanimate objects to respond to actions such as being picked,
thrown, or dropped.
Computational Thinking Skills:
What computational thinking skills have you employed in achieving sub-elements?
Give examples.
Thinking about the natural properties of different objects within the environment, one
can easily determine whatever actions are appropriate. For instance, animate
objects can move on their own while inanimate objects have to be moved by an
external force. Such properties came in handy in the decision of steps to take in
animating the elements and sub-elements within the game. For example, a banana
disappears once it has been eaten and a ball moves when it has been thrown.
Application:
What applications have you learned that could be useful in broader contexts beyond
coding? Use Computational Thinking terminology in your response and bold these
words (e.g. Debugging, Decomposition etc.) within the text.
The most important lesson learned from this exercise was that programmatic
thinking requires a lot of patience. I faced many challenges trying to get the
inanimate objects to follow up the actions of animate actors. For example, when a
basketball is picked, it should move along with the hand. When thrown, it should
respond the way it does in real life.
Confidence:
How confident do you feel about achieving the requirements for this task overall?
Despite the challenges faced, I was able to apply different actions to the inanimate
objects to make them respond to actions. I will continue to practice in order to
increase my proficiency and speed of programming.
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- Section B -
Checklists
Instructions:
The checklist contains all the elements and sub-elements of the project. The ticks in
the greyed-out boxes indicate what has been provided in the template.
Your task is to:
1. Complete the storyboards for the Adventure 1 and Adventure 2 that you choose
for the hero and friend to experience. The story boards are completed in this
template below.
2. Complete all the adventure game code requirements in the template as
described in the check list for Part 1 and Parts 2 and 3 if possible.
Record the completion (C) or partial completion (PC) in the columns provided in
the checklist
3. Self-assess your overall completion of all elements.
Marks for self-assessment
 The marker will verify your record of completion to determine your level of
achievement.
 Marks are awarded for completion of the checklist and the self-assessments of
Parts 1, 2 and 3. The marks awarded by the marker depend on the level of
agreement between your self-assessment and the marker’s assessment.
Refer to the specifications document for details on what is required in each
section.
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Part 1 (Up to Multi-structural)
1. Storyboard
See specifications document for details of sample storyboards and the adventure
story game flow diagram.
Complete this storyboard for the Adventure 1 here.
Screen name: Adventure 1
Backdrop graphic (Name): Basketball 5
Sprites List:
 HeroSprite
 Friend
 Object2
Functions (What happens):
 Glide ball to make basket whenever HeroSprite touches it and key b is
pressed.
 Score increases by 1
 Friend congratulates him on a basket made
 Friend passes the ball back to HeroSprite
Navigation (Where to next):
 Event - If …Navigate from any screen to adventure 1.
HeroSprite touches the ball and key b is pressed
 Outcome - Switch to … screen
The basketball glides to the basket and drops down through the ring.
Score increases by 1
 Friend passes the ball back to HeroSprite after congratulating him.
Complete this storyboard for the Adventure 2 here.
Screen name: Adventure 2
Backdrop graphic (Name): Soccer 2
Sprites List:
 HeroSprite
 Friend
 Object1
Functions (What happens):
 When the Friend is touching the ball and k is pressed, the ball is kicked into the
goal post towards HeroSprite.
 HeroSprite returns the ball to the Friend when key a is pressed.
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Navigation (Where to next):
 Event - If …navigate from any screen to adventure 2
 Friend has the ball and k is pressed, the ball glides to the goalpost towards
HeroSprite.
 Outcome - Switch to … screen
 The scores are counted upwards after every kick
Checklist - Storyboard Requirements
Indicate completion in the appropriate column PC - Partially completed; C -
Completed with an X. Not completed or not attempted is left blank.
Part 1 - Storyboard – Multi-structural
Element Cod
e
P
C
C Description of specification
Storyboard
Adventure
1 and
Adventure
2
SB1 C Adventure1 and Adventure2 screens completed
SB2 C Backdrops named
SB3 C Sprites listed
SB4 C Functions (What happens) listed
SB5 C Navigation events and outcomes listed
2. Complete all the adventure game coding elements for the specifications for
each sprite and scenes in the SCRATCH template sb3 file provided.
Checklist – Core coding requirements – Multi-structural Level
Part 1 – Core coding - Multi-structural
Sprite Cod
e
P
C
C Code block What it does What you have to
do
** PLEASE NOTE - When you choose a new Sprite only select it from the SCRATCH
Library - Do not create a new one using a photograph, picture or drawing tool.
Hero
(Currently
Andy)
MAZE GAME - Checklist
H1 Touch test
(Defined
function)
Checks if the
hero has touched
something
Purple Walls
 Say ouch
 Move back
 Deduct 1
point
Magenta Walls
 Say ouch
 Go to reset
 Add scoring
deduction for
touching walls.
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position
 Deduct 1
point
Friend
 Move back
 Send check
object
message
H2 CheckScore
(Defined
Function)
If score is > 0
 Deduct a
point from
score
 If score > 0 then
deduct a point
H3 When I
receive Start
message
 Go to start
position
 Show
 Greet friend
 Select new
character
costume from
library to suit
theme and story
 Switch to costume
 Set size to fit
scene
H4 When I
receive have
object
 Say I have
“object” for
you
 Change “object”
to say name of
object
ADVENTURE 1 - Checklist
H5 When I
receive
goAdventure
1
 Change
position
 Change size
 Say to friend
 Set position in
new scene
 Set size for new
scene
 Say something to
friend
H6  Animated
action
 Do animated
action with friend
ADVENTURE 2 - Checklist
H7 When I
receive
goAdventure
2
 Change
position
 Change size
 Say to friend
 Set position in
new scene
 Set size for new
scene
 Say something to
friend
H8  Animated
action
 Do animated
action with friend
Part 1 – Core coding - Multi-structural
Sprite Cod
e
P
C
C Code block What it does What you have to
do
** PLEASE NOTE - When you choose a new Sprite only select it from the SCRATCH
Library - Do not create a new one using a photograph, picture or drawing tool.
Friend
(Currently
MAZE GAME - Checklist
F1 When I  Switch  Select new
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Abby) receive Start
message
costume
 Go to start
position
 Show
 Greet hero
character
costume from
library to suit story
and theme
 Switch to new
costume
 Set size to fit
scene
F2 When I
receive
goObject3
 Wait
 Say thank
you
 Set
eatObject3
 Set value variable
eatObject3 to 1
F3 When I
receive exit
 Say thank
you for
playing
 Say the score
 Change this
message to thank
you message.
 Add the score
value to the say
message.
ADVENTURE 1 - Checklist
F4 When I
receive
goAdventure
1
 Change
position
 Change size
 Say to hero
 Set position in
new scene
 Set size for new
scene
 Say something to
hero
F5  Animated
action
 Do animated
action with hero
ADVENTURE 2 - Checklist
F6 When I
receive
goAdventure
2
 Change
position
 Change size
 Say to hero
 Set position in
new scene
 Set size for new
scene
 Say something to
hero
F7  Animated
action
 Do animated
action with hero
Part 1 – Core coding - Multi-structural
Sprite Cod
e
P
C
C Code block What it does What you have to
do
** PLEASE NOTE - When you choose a new Sprite costume only select it from the
SCRATCH Library - Do not create a new one using a photograph, picture or drawing
tool.
NOTE - If the object is not collected. It should be hidden at the conclusion of the
Maze Game.
Object 1
(Currently a
Soccer ball)
MAZE GAME - Checklist
O1-1 When I
receive start
 Set position
 Show
 Select new
costume from
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library to suit story
and theme
 Go to start
position
 Switch costumes
O1-2 When any
key is
pressed
If touching hero
 Change
Object1_colle
ct
 Change
object count
 Add to score
 Hide
 Change score by
1
Object 2
(Currently a
Basketball)
O2-1 When I
receive start
 Set position
 Show
 Select new
costume from
library to suit story
and theme
 Go to start
position
 Switch costumes
O2-2 When any
key is
pressed
If touching hero
 Set value
variable
Object2_colle
ct to 1
 Change
Object2_colle
ct
 Add to score
 Hide
 Set value variable
Object2_collect to
1
 Change value
variable
Object_count by 1
 Change score by
1
 Hide
Object 3
(Currently a
Bananas)
O3-1 When I
receive start
 Set position
 Show
 Select new
costume from
library to suit story
and theme
 Go to start
position
 Switch costumes
O3-2 When any
key is
pressed
If touching hero
 Set value
variable
Object3_colle
ct to 1
 Change
Object_count
by 1
 Add to score
 Hide
 Set value variable
Object3_collect to
1
 Change value
variable
Object_count by 1
 Change score by
1
 Hide
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