This isn’t such a complex principle after all. Essentially, the idea is- if we can see strong similarities in design between say a Planet and between a structure or diagram that represents something else, then the inherent ‘sameness’ means an intelligence is at work, not some form of randomness. We’d love to hear your thoughts- agree or disagree? Comments are welcome at the bottom of this post CP
Nothing exists for nothing, the universe is not itself made, and nothing in it has nothing to do.
The moment Mankind has been waiting for over a millennium has finally arrived. A tangible proof of off-planet life has occurred. The higher powers have at long last shown their hand.
In nineteen ninety nine, a website called ‘The Revelatorium’ was launched. The website revealed many aspects of the higher dimensions not previously known. By the fall of two thousand and thirteen the Revelatorium had morphed into a full revelation of the Intelligent Design by which all of Creation has been blueprinted and expressed.
The verity of the Design has now been proven in real time.
The drawing is Figure 77 in Chapter 8 of the Revelatorium. The figure depicts the cubistic blueprint of the first six dimensions of the Outer Creation according to the formats of the Intelligent design.This image is of Saturn’s North Pole and was taken recently by the Cassini probe.
If you carefully compare the Revelatorium and Cassini pictures you will see that they are structurally identical. The Revelatorium drawing was done in two thousand and two. The Cassini probe was launched in 2009.
Both have a clearly defined center hexagon area representing the first, second, and third dimensions collectively. Particularly confirmed is the red circle area in the middle.
A second greenish coloured hexagon ring with pink splotches around the first hexagon ring matches the ring of six different cubit designs around the center of Figure 77, representing the fourth dimension.
A third, blue colored hexagon shaped ring with uniform pink splotches around the second ring matches the ring of twelve identical cubit designs around the second ring of six cubits of Figure 77, representing the fifth dimension.
And finally a fourth hexagon shaped ring with faint pink splotches and completely different background color around the third ring matches the ring of eighteen identical cubit designs around the ring of twelve cubits of Figure 77, representing the six dimension.
A close up of the Cassini image in black and white shows the features more distinctly, in particular the first second and third dimensional hexagon and circle aspects in the middle
In short, the Saturn hexagon is a concrete lower dimensional proof of a higher dimensional factor.
The striking similarities in the respective pictures are not coincidental. The Saturn hexagon is home of the Solar System government. The hexagon is a magnetic resonance reflection in the third dimension of the domain’s six dimensional configuration. The population lives within its fifth dimensional band of materialization, represented by the thick ring in the hexagon, and ring of twelve similar designs in the same location in Figure 77.
As the cubistic matrix of Figure 77 would imply, the whole Intelligent Design is dirt simple and can be understood by anyone. The basic elements of the Intelligent Design consist solely of a sphere, a cube, and straight lines. The rules by which the elements work together hold the key. There is aught in existence not of the Design.
In figure 77, the red spheres represents Intelligence, the blue straight lines represent Energy, and the yellow cubes represents Substance. The attribute of the Father is Intelligence, the attribute of the Son is Energy, and the attribute of the Holy Ghost is Substance. Intelligence, Energy, and Substance is all there is.
The two most fundamental elements of the whole Design are The ‘Cube and Sphere of Alpha and Omega’ and the ‘Cubit’.
The Cube and Sphere comprises the entirety of the fourteenth dimension and acts as interface between the un-materialized inner form of the Creators in their fifteenth dimension as the Holy Trinity and above, and their materialized outer form in the thirteenth dimension and below as ‘Creation’.
The Cube and Sphere projected one dimension down to the thirteenth dimension comprises the ‘Cubit’, shown below. The ‘Cubit’ is the basic genome of Creation. By principle of the Cubit the whole of Creation has been blueprinted and expressed.
If you look again at Figure 77, you will see that it is composed entirely of variations upon the cubit. The variations reflect specifically different frequencies according to rule. By the rule the differing frequencies comprise the differing aspects of Creation. By this simple principle, the Intelligent Design is capable of blueprinting and depicting all of Creation in all of its aspects. The current Creation is over nine hundred trillion light years across and still within its infancy.
The Intelligent Design can be found in its totality at website http://www.revelatorium.com/. For details about every thing going on now inter-dimensionally, also see: http://www.revelatorium.com/. For the Silo, Delahnnovahh-Starr Livingstone.
I remember the first time I heard the statement “Did you know that listening to classical music enhances your mathematical abilities?”
I was both intrigued and excited, intrigued because I did not understand how music and math, two seemingly unrelated subject could possibly affect each other. I was also excited because I began to view classical music as some kind of magical potion that would transform my math skills from decent to extraordinary. When I had the opportunity to write this web paper for The Silo, I immediately jumped into the topic of music and math. The questions that I wish to answer throughout this paper are; does listening to music really help you do better in math? If so, which part of the brain is controlling the correlation between math and music? In addition, how does music stimulate the brain in a way that enhances mathematical abilities?
It turns out that there is much evidence that supports the positive effects of music on one’s ability to do math.
Most research shows that when children are trained in music at a young age, they tend to improve in their math skills. The surprising thing in this research is not that music as a whole is enhancing math skills. It is certain aspects of music that are affecting mathematics ability in a big way.
Studies done mostly in children of young age show that their academic performance increases after a certain period of music education and training. One particular study published in the journal ‘Nature’ showed that when groups of first graders were given music instruction that emphasized sequential skill development and musical games involving rhythm and pitch, after six months, the students scored significantly better in math than students in groups that received traditional music instruction.(1)
The result of this study posed another important question. How does this type of music that emphasized sequential skills, rhythm and pitch manage to improve children’s ability to do math? It turned out that there are two distinguished types of reasoning, spatial temporal (ST) reasoning and Language analytical (LA) reasoning. LA reasoning would be involved in solving equations and obtaining a quantitative result. ST reasoning would be is utilized in activities like chess when one needs to think ahead several moves.
The effect of music on math sometimes termed the Mozart effect.
The Mozart effect gain its name after the discovery that listening to Mozart’s compositions, which is very sequential, produces a short-termed enhancement of spatial-temporal reasoning. Some key reasoning features used in spatial temporal reasoning are:
1. The transformation and relating of mental images in space and time
2. Symmetries of the inherent cortical firing patterns used to compare physical and mental images and
3. Natural temporal sequences of those inherent cortical patterns (3).
The same people who conducted the Mozart effect experiment also suggested that spatial-temporal reasoning is crucial in math. The areas of math that require ST reasoning are geometry and certain aspects of calculus, which require transformations of images in space and time. In higher mathematics, the ability to write mathematical proofs is also associated with ST reasoning because proof writing is a task that requires intuitive sense of natural sequences and the ability to think ahead several steps.
As to the question, what part of the brain controls the correlation between math and music, there are also many resources that provide answers.
Dr. Gottfried Schlaug, found that certain regions of the brain such as the corpus callosum and the right motor cortex, were larger in musician who started their musical training before the age of 7 (2). As to what happens in that area of the brain when one listens to music, we turn to the experiment performed by Xiaodeng Leng and Gordon Shaw. Gordon and Leng developed a model of higher brain function, which is based on the trion model. The trion model is a highly structured mathematical realization of the Mountcastle organization principle, with the column as the basic neuronal network in mammalian cortex. The column comprises mini-columns called trions.
One particular columnar network of trions has a large repertoire of spatial-temporal firing patterns, which can be excited and used in memory and higher brain functions (3). Shaw and Leng performed an experiment in which they mapped the trion model of firing patterns in that particular column onto various pitches and instruments producing recognizable styles of music. This mapping of the trions gaves insight to relate the neuronal processes involved in music and abstract spatial-temporal reasoning (3).
It shows that the part of the cortex, which contains the repertoire of spatial-temporal firing patterns, can be excited by music and is utilized in higher brain functions such as spatial-temporal thinking in mathematics.
In conclusion, my research into math and music does seem to suggest that music truly enhances mathematics skills. Music targets one specific area of the brain to stimulate the use of spatial-temporal reasoning, which is useful in mathematical thinking. However, as to the question of whether or not music is the magical portion that will elevate anyone’s ability to do math, the answer unfortunately . . .would be no.
Just because most mathematicians are fond of music, doesn’t mean that all musicians are fond of mathematics. I found a letter posted on the web written by a fourteen-year-old overachiever to a mathematics professor. The student expresses his frustration that even though he is an excellent musician, math is one of his weakest subjects. In math, he is not making the grades that he needs to stay in a certain prestigious academic program (4).
This letter seems to suggest that listening to music, or being able to master a musical instrument does not automatically guarantee that one can perform well in math. In other words, there are many musicians who are good in music but not in math. Music is a lot more than notes conforming to mathematical patterns and formulas. Music is exhilarating because of the intricacies of the patterns that occurs. Whether or not these patterns resemble math has no relevance to many musicians. More often than not, musicians are inclined to practice music because of the wonders and awe that they feel for music even if they are not aware of the math that is in music. Cindy Zhan
This Is Your Brain on Music: The Science of a Human Obsession is a popular science book written by the McGill University neuroscientist Daniel J. Levitin, and first published by Dutton Penguin in the U.S. and Canada in 2006, and updated and released in paperback by Plume/Penguin in 2007. It has been translated into 18 languages and spent more than a year on The New York Times, The Globe and Mail, and other bestseller lists, and sold more than one million copies.
School has ‘been in’ for awhile now. Does your child’s school lunches sound healthy to you? How do you think it compares to school dinners from around the world? And how much do school meals affect energy levels for post-lunch learning and does that have an impact on PISA test results?
Check out this infographic to discover what the school meals of other countries look like and how each nation scores on the PISA test. For the Silo, Dinah Makani.
In the past decade and a half cellphones have evolved from contraptions you make calls from to devices that do so much more. Now they can help you organize your social life, perform your banking and act as a food diary. There’s an app to be found that is based on your entire existence!
With tablets being commonly used in schools, and the fact that ICT is a relatively new subject, technology is changing the way students are being taught.
In this piece, we’ll provide a comprehensive guide of how technology will shape the future of education and what students will be studying and using in years to come.
From making use of 3D printers, to using virtual reality as part of an immersive learning experience, the possibilities are endless!
So what are you waiting for? Take that first step to get ahead in the future by having a sneak peek in this infographic from our friends at educationcity.com.
Summer is here, but that doesn’t mean your child can’t keep learning. Karen Sokolof Javitch’s album ‘YOU’RE MATH-ERRIFIC’ is out now.
YOU’RE MATH ERRIFIC features educational songs that can help your children get ahead. Use these songs along with other educational apps to help keep children busy this summer.
Karen’s diverse creations include songs about exercising, celebrities, holidays, political figures, babies, children, math, patriotism, love and family.
The
album contains both fun and educational songs and can be found on her
website, https://jmrproductions.com/
Here today to talk about her music is Karen Sokolof Javitch.
Questions:
What inspired you to create this album? I loved math as a child, but I know that many children struggle with it. So I wanted to write some songs that would be fun to listen to and be helpful with certain math concepts. I would recommend the songs for elementary school students.
How can these songs help children with their math? .All of the songs have catchy melodies and are all fun to listen to. I’ve included a wide variety of subjects – addition, subtractions, shapes, counting, counting coins, And I take certain numbers – like 9 – Mr. 9 (27,000 hits) and expand on the number – there are “9 baseball players on a field,” it’s “in between 8 and 10.” Nine is the “last single digit.” These songs are great in the classroom and for children who are home-schooled. Listen to the album in the car and have your children watch the YouTube when they are home because there are very cute visuals to go along with the songs.
What song is your favorite off the album? The first one – ‘I’m Math-errific!’because it’s very positive about math and about how we are all ‘Math-errific! Math is all around us and it’s fun! “Math is such a part of our lives! One, two, three and four and five! Math gives us such good vibes! That’s why we’re math-errific!”
What other music have you been working on? I just finished my first baby song album – and my two little toddler grandsons love to dance and clap to the songs! It’s really cute! I have written many exercise songs. Sometimes I write satirical political songs – I try and find the humor in politics! Like when all of a sudden there were 23 people running for the democratic nomination, which inspired me to write, “Why Don’t you run for President?”
One of your songs on the mother who had octuplets went viral with about 10 million YouTube views. What are some of your most popular songs and music videos? I have 15 albums and my album about Princess Diana has sold the most copies. Also on youtube, I have thousands of hits on my Princess Diana songs. I wrote a musical about her, as I feel she was such a exceptional human being. Some of my exercise songs are very popular – ‘Shake it for NObesity’ is one and ‘My Workout Place’ is another. – Mr. Nine is very popular. I have over 100 youtube videos.
Where may people find your music? Itunes, Spotify – cdbaby.com – and I have many videos on youtube – just type in my name – Karen Sokolof Javitch – or the title of the song and they will come up. I have a website where you can find my songs – JMRProductions.com – named for my 3 kids – Jenny, Mark and Rachel.
About Karen Sokolof Javitch:
Besides Karen’s 15 albums, she has co-written 4 musicals and was the creator and co-host of a popular Omaha radio show, “It’s the Beat.” Her musicals include “Princess Diana the Musical,” “From Generation to Generation,” and “Love at the Café.” These shows have been performed in many cities in the United States. In addition, Ms. Javitch has raised over $350,000 for national and local charities with her original music.
RAPID CITY, SD- Professor Travis Kowalski starts most days with a squiggle.
For the past eight years, the South Dakota School of Mines & Technology math professor has carried on a family tradition started by his father, who would ask the young Travis to make a squiggle on a piece of paper. From that squiggle, his father would create a drawing. Often, Kowalski’s father would give him a squiggle and the two would sit together drawing.
Nowadays,
Kowalski uses a napkin and markers in his “squiggle game,” and the
recipients are his two daughters – Liliana, 13, and Maia, 9. Kowalski
says he started the tradition when Liliana was entering kindergarten,
hoping the lunch napkin art would make her transition to school easier.
Each evening or early in the morning, Kowalski encouraged his oldest to draw a squiggle on a napkin. The next morning, he turned the squiggle into colorful drawings and slipped it into her lunch box. Once Maia arrived, Kowalski began doing the same for her. “She expected it,” he says.
It’s
not exactly what most people expect from a math professor at an
engineering and science university. But Kowalski, a Ph.D. who currently
serves as the interim head of the Department of Mathematics at SD Mines,
says math and art co-mingle perfectly.
His drawings range from a buffalo against a bright pink sky (drawn May 6, 2019) to an astronaut in space (Jan. 24, 2019), to Kermit the Frog (Dec. 7, 2018), to the composer Bach at his harpsichord (May 14, 2018). Kowalski posts both the starting squiggle and the finished product on his Facebook and Instagram pages.
The
two social media platforms are filled with vibrant, colorful drawings
often accompanied by clever taglines – a bear holding up a paw and
asking, “I would like some salmon, please” and a praying mantis playing a
video game under the title, “Playing Mantis.”
Known on campus for his colorful Hawaiian shirts and clever math-related ties, Kowalski is the professor whose office walls are covered with unique visual art. He’s the kind of professor who sneaks his labradoodle Cauchy, named after French mathematician Augustin-Louis Cauchy, into class the last day of the semester to play out an obscure (to the general audience at least) mathematics joke. He’s the math teacher who so passionately talks about the subject that even the least math-minded people can’t help but get excited.
And he’s good at what he does in the classroom. So good that Kowalski was recently awarded the 2019 Burton W. Jones Award by the Mathematical Association of America. The award recognizes post-secondary level math instructors nationally who “foster student excitement about mathematics.”
“It’s cool and humbling to be part of that group,” he admits.
Donald
Teets, a Ph.D. professor in the SD Mines math department, is a previous
winner of the award and the person who nominated Kowalski. In his
nomination, Teets writes, “He is, (in this writer’s opinion) the best
teacher in a department devoted to teaching excellence.”
This
is hardly the first recognition for Kowalski, Teets says. In 2014,
Kowalski was awarded the Benard Ennenga Award, which honors one SD Mines
faculty member each year for teaching excellence; and in 2017, he won
the George Polya Award from the Math Association of America for his College Mathematics Journal article, “The Sine of a Single Degree.”
“His
lecture based on ‘The Sine of a Single Degree’ is as good a mathematics
lecture as you will ever see!” Teets wrote in his nomination.
Teets
says the thing that makes Kowalski so good at this job is his
enthusiasm, noting that students consistently rate him on classroom
surveys as “the best math teacher I’ve ever had.” He’s “innovative,”
constantly striving to engage his students and utilize technology into
his teaching, Teets says. “Like Superman wears the big ‘S’ on his chest,
Dr. Kowalski deserves a big ‘I’ for Innovator.”
As
for Kowalski’s artistic talents, Teets is equally as effusive. “As a
person who can barely draw recognizable stick figures, I am in awe of
Travis’s artistic abilities. It’s a great complement to his
extraordinary skills in mathematics!” he says.
Kowalski
grew up in California, raised by a draftsman father and a “crafty”
stepmother. “My dad drew all of the time,” Kowalski says. “That was the
home I grew up in. You drew.”
In college at University of California, Riverside, Kowalski majored in art. To finish off an academic requirement, he enrolled in Calculus 2. A good student in high school, he had already taken an advanced placement Calculus 1 class. He was class valedictorian, but “I worked hard at it. I was not a prodigy,” he says with a laugh.
He
still remembers the Riverside professor’s name who taught his first
college math course – Albert Stralka. He “taught in a way I hadn’t seen
before,” Kowalski says. “There were ideas behind the math.”
When he got an A in that class, the professor convinced him to take Calculus 3.
Next,
the professor suggested he take topology, which is the study of
geometric properties and spatial relations which are unaffected by the
change of shape or size of figures. “It’s the geometry of shapes under
change,” Kolwaski says. “That class blew my mind.”
The
rest is history – after topology Kolwaski changed his major and
embraced a love of mathematics. But he never left his art behind, and
it’s important to understand that the two subjects go hand-in-hand, he
says. “Half of mathematicians do what they do because they think it’s
pretty,” he says of the geometry of math.
As
a math professor at SD Mines, Kolwaski admits that “I still like to sit
and draw things, but I don’t have as much time anymore,” he says.
That’s where his morning squiggle drawings come in.
Each
one of Kowalski’s squiggles for his daughters takes about 15 to 30
minutes from start to finish. “The first part is to see something,” he
says. He spins the napkin around, looking at the squiggle until he
“sees” the picture that will emerge.
Mia
tends to draw extremely elaborate squiggles, sometimes lobbying for a
specific outcome – for instance a unicorn. Other times, his daughters
will bring home requests from friends for specific drawings.
Liliana
has saved all her napkins over the years, storing them in a plastic
container in her room. That made it a little easier for Kowalski when
she came to him recently to say, “What with my school schedule being so
busy and my lunch break so short and closet so full of the ones you’ve
already made me – which I love, thank you – I just don’t think you need
to make me lunch napkins anymore.” Kowalski playfully posted her words
on social media with an image from Boromir’s death from “Fellowship of
the Rings” with arrows sticking from his heart.
Kowalski
says his older daughter relented, most likely after an intervention
from his wife, and is continuing to play the squiggle game. He’s glad,
hoping that both of his daughters will always remember the squiggle game
and maybe even carry it on with their own families one day.
“It’s definitely a great memory about my dad,” he says. “Hopefully it will be the same for them.” For the Silo, Lynn Taylor Rick.
NEW YORK, NY (PRWEB)- According to the White House, by 2018, 51 percent of STEM jobs will be in computer science-related fields. However, the number of tech employees has not increased along with the number of jobs available. Why? The answer is simple: lack of relevant education. The White House maintains that just one quarter of K-12 schools offer high-quality computer science with programming and coding. In addition, in 2016, the PEW Research Center reported that only 17% of adults believed they were “digitally ready.” Technology is changing the way that we live and work, and it’s happening fast. So how do we ensure that individuals (especially girls and women) are digitally literate?
In my new interview below with C.M. Rubin (founder of CMRubinWorld), Derek Lo says he started Py because he wanted to demystify “coding”. His app does this by making coding fun. The program also avoids using any programming jargon until the learner is ready. Lo states that “gamification isn’t a hindrance to learning—-it accelerates it.” He further notes that coding “instills a greater aptitude for systematic thinking and logical decision making.” Lo recently partnered with the not for profit Girls Who Code to further reduce the gender gap and “change people’s image of who a coder is.”
“We specifically write our content using language that even young children can understand.” — Derek Lo
Why were 600,000 high-paying tech jobs unfilled in 2015 in the United States alone, or is the better question: Is technology developing faster than humans can learn to handle it?
When we look at diversity, things only get worse. In 2015, 22 percent of students taking the AP Computer Science exam were girls while 13 percent were African-American or Latino. These statistics are not U.S. specific; in 2015, Australia reported that only 28 percent of ICT jobs were held by women.
Coding has always been regarded as a mysterious field, something Derek Lo, co-founder of the new application “Py”, wants to change. Launched in 2016, the application offers interactive courses on everything from Python to iOS development. The “unique value proposition,” as Lo puts it, has been a revolutionary success. The fun-oriented application has so far resulted in over 100,000 downloads on both iTunes and Google Play.
Most parents frown when kids use their phones at the dinner table, but what if the kids were learning to code over Sunday roast? “Ok, so maybe not the Sunday roast, but seriously, could a more accessible and fun coding application make all the difference?”
The Global Search for Education is excited to welcome one of Py’s founders, Derek Lo, to discuss how Py’s revolutionary approach is literally making coding cool.
“Coding can provide people with the awesome ability of being able to create tangible things like websites and apps. It also instills less tangible things like a greater aptitude for systematic thinking and logical decision making.” — Derek Lo
People say education today is often treated as a business and that individual students’ needs have not been prioritized enough. As the number of qualified applicants increases, can individualized learning tools, such as Py, help today’s generations remain competent in our globalized world, even with “broken” education systems?
Yes. As college acceptance rates decline, more people will need alternatives for learning career-essential skills, and we believe Py will be a big part of that. Using machine learning algorithms, we’re able to adapt the user experience based on prior skill and behavior within the app, creating a tailored curriculum. Having a personal tutor in your pocket that knows how you learn and what you should be learning is powerful and why we are investing in personalization.
Py provides its users with a simple and easy platform while many other coding applications (e.g. Solo Learn) have opted for more traditional and serious lesson plans. Does making learning applications appear more serious fuel the conception that coding is a hard and scary thing to learn? Are we over-complicating the field of coding and making it seem inaccessible for people or should students really be this wary of programming?
One of the reasons that my co-founder and I started Py is to demystify “coding”. We make it easy by making it fun. When you’re dragging pretty blocks around and pressing colorful buttons, it doesn’t feel like work. Yet users are still soaking up all the same knowledge they would be by slogging through a boring textbook. We also intentionally avoid programming jargon until the learner is ready. A good example is when we teach users about loops—-we use words like “repeat” instead of “iterate”. Almost all of Py’s courses are focused on teaching the fundamental concepts using simple language and in an interactive fashion.
Also, many people are scared away from learning how to code because they hear from friends that computer science is such a difficult major in school. An important thing to realize is that there’s a big difference between theoretical computer science and making a simple website. An art major might not need to understand Dijkstra’s algorithm, but would greatly benefit from knowing a bit of HTML and CSS.
“We’re extremely excited about helping to change people’s image (and self-image) of who a coder is and actively encourage more girls to get into coding.” — Derek Lo
What would you say to skeptics who question whether a game-like application like Py can truly help people learn how to code properly?
Gamification isn’t a hindrance to learning—-it accelerates it. By keeping you excited and engaged, Py teaches you better than if you got bored or zoned out. When you’re having fun, you actually learn faster and better.
Another way to phrase this question might be, “Even if Py is fun, do you walk away having learned something from it?” The answer is yes, definitely. We’re very data-driven, constantly improving our courses by analyzing our users’ progress. We can see (and track) real progress in our users’ ability to understand everything from basic semantics to high-level algorithms and design principles.
Do you think Py’s game-like surface allows younger generations to become more involved with coding?
Yes. We specifically write our content using language that even young children can understand. In fact, a parent emailed us just the other day telling us he was using Py to teach his 10-year old son Python! Currently our target demographic is definitely a bit older than that though. We think of Py as the learn-to-code solution for the SnapChat generation.
What general skills does coding teach kids/ young adults?
Coding can provide people with the awesome ability of being able to create tangible things like websites and apps. It also instills less tangible things like a greater aptitude for systematic thinking and logical decision making.
“Once you understand how an algorithm works, typing it out should be an afterthought. The important thing is to understand it—once you do, it’s yours forever.” — Derek Lo
Py has recently partnered with Girls Who Code. Why do you think coding has been branded throughout history as a ‘male’ profession and how do you hope to eliminate this gender gap?
Historically some of the most important computer scientists are women. Ada Lovelace and Grace Hopper are considered pioneers of programming. Stereotypes aside, men and women are obviously equally capable of becoming great software engineers. We’re extremely excited about helping to change people’s image (and self-image) of who a coder is and actively encourage more girls to get into coding. We’re huge fans of Girls Who Code and we’re so excited to provide them free premium subscriptions for some of their students.
When we think of coding, we mostly envision computer screens, yet we tend to use our phones more often than we do our computers. How does Py bridge the gap between using a computer screen as opposed to learning how to code on smaller devices? Is the coding world shifting to using smartphones or is coding still a generally ‘computer’ based field?
People actually don’t need to type lots of code to learn the concepts necessary to become great programmers. We’ve built interaction types like “fill-in-the-blank” that let users quickly edit code on the fly without any typing. Recently we’ve also created a custom keyboard that allows users to type real code on their phones in a friction-less way. This is great for short programs and practicing the fundamentals, and it’s how we’re making the transition from computer to phone and vice versa easier. Applying this knowledge to create a website or app does still primarily take place on computers. But the world is seeing a wave of new mobile learning applications, and I think we’re at the forefront of that trend.
How do you envision the world of coding changing in the next 15-20 years? How will Py keep up with these changes in the field?
Coding will become less about rote memorization of basic syntax and more about high-level understanding of what’s really going on. At a minimum, programming languages have morphed from low-level (shifting bits and allocating memory) to high-level (abstract data structures and functional programming), from obtuse (assembly, machine code) to human friendly (Python, Swift).
That’s why Py focuses on high-level concepts. Once you understand how an algorithm works, typing it out should be an afterthought. The important thing is to understand it—once you do, it’s yours forever.
(l) C. M. Rubin & (r) Derek Lo
(All photos are courtesy of CMRubinWorld except featured image by J. Barker)
For the Silo, David Wine /CMRubinWorld with contributions by Zita Petrahai.
