Oldal 124 [124]
11.2 FROM DANCE TO CODE 123
— “I can’t express how much I adore you! I’m studying computing 4 years
already, and every time I have to write some sorting algorithm, I firstly
check out your dance!”; “I would always come back here when I forget
about sorting haha”
— “Literally, the best thing ever. Thanks so much Romania. You’ve done the
world a favour”; “Of all the videos I’ve seen about quicksort, I actually
finally learned it from this. Thanks Hungarian dancers!”; “I don’t know
who came up with this idea but it’s so much easier to understand sorting
algorithms thanks to these Hungarian folk dances”
— “This is art”; “This is sooo great - Art meets Science”; “Beautiful piece of
art to explain Computer Science, this is so EPIC!”; “Awesome, helpful and
creative. Way more fun to review sorting algorithms with folk dancing”
— “Ideally, that’s how teaching should be in general. Entertaining and in¬
formative. But few teachers have enough passion, time and are palild well
enough to do so...”
— “Very nice performance!! This area where art merges with learning, is
amazing!!! It’s just that it needs some good marketing”
— “This Video made me understand my informatics class, but now I want
to be a dancer”
— “Whaw, that was pretty amazing. This changed my life forever. Iam not
the same person anymore, just thank you”
— “Best thing ever... top candidate”; “Super! You are the best professors”
11.2 From dance to code
For many years, dance choreographies have been the centre of the AlgoRythmics
universe. As a next step, we decided to redesign the animation module of the
AlgoRythmics web application (see Figure 11.5). As a result, a completely new
interactive learning environment was created in the form of an intuitive software
which guides students in the development of algorithmic thinking through multifar¬
ious levels of interactivity (Nagy, Osztidn, Cosma, Katai, & Osztiän, 2019 - Looking
for the Optimal Interactivity Level in the AlgoRythmics Learning Environment.
In: EdMedia+ Innovate Learning (pp. 106-114). Association for the Advancement
of Computing in Education (AACE)). This platform can be seen as a “dance floor”
where the “choreographer” can predefine courses and can specify the level of user
interaction. As the “dancers” pick up the “rhythm of the algorithm”, the possibility
of controlling it will be also given to them. The code of the algorithm will also appear
on the “scene”, being built by the user, and then “become alive” by being executed
together with the animation. It is like leading students from the dance choreography
to the code. For this purpose, they are guided through some steps which are the
main elements of the renewed learning environment.