GEDU Ciphers

There is a three step master plan, or an educational idea behind the world. 1. An intriguing start at the Space Ship 2. Bootcamp to learn the basics of coding 3. Learn more code "while we go" in the world

World builder status /wb A lever. Live clubs in Helsinki you can use user: vikarri password: 1qaz2wsx

/wb Please remember that you can build - and destroy - everything when you've world builder updated to true. If you want to change a NPC dialogue you need /wb = true but if you want to interact with a NPC you must set /wb = false

Plan code together! When you're at the ground, what would you like to do first? Because you Agent really is powerful. Do you want the Agent to build your house? Go down to bedrock find diamonds? Maybe be your farmer? Food is always a problem in Minecraft but you can have the agent to 'till', 'plant' (add bone meal) and 'harvest'. How would that kind of code look like? If the kids are bored, send them to the space station where they can create own mazes, or - send them down to earth (survival) and have them test their skills: create a pseudo code &amp; let the agent do it.

<a href="https://read.bookcreator.com/CERmy4iJpYUWkBdJgilnD6IVVWy1/BIpr1NtuQcqz48nt9CKXzg">Chapter 2: Introduce a variable, a placeholder (num1)</a> In computer programming, a placeholder is a character, word, or string of characters that temporarily takes the place of the final data. For example, a programmer may know that she needs a certain number of values or variables, but doesn't yet know what to input. She can use a placeholder as a temporary solution until a proper value or variable can be assigned Load, start and run your code. If you can’t find it since last time, you have to start all over (session 3). Now add num1 to your code, so instead of “moving forward 1” it should say “moving forward” + “num1”. What has changed in your code? Check out the obstacle once more, is it easier or harder?

My personal experience of using Minecraft in a classroom situation is to give the kids small enough tasks so they can handle them, so they know exactly what to do. After the WHILE loop you can teleport your group to a forest area, have them build a lumberjack camp with all the wood they gather. After the session, you can add a NPC that teleports them back and forth to the Space station. One other solution is to add an ender chest in every little town so they can access the things they gather from every spot they work at.

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<a href="https://drive.google.com/drive/folders/1lP2JEs6iOjK6-0eE3rJgEaiinyexDcEj?usp=share_link">The sequence plans can be found in Google drive too</a>

If you let the kids out in survival mode without saying, in "worst case" they will forget they have an Agent. The second thing that probably happen is that they will throw everything you learnt over, and start doing a code that won't work. And a code that isn't working has to be debugged. So in the last chapter (10) we'll practice what happens if you create a code without planning and is not working (properly). The last session for the belt is to do the opposite, use the skills you have learnt and debug and correct your code.

Gathering resources is always interesting and in chapter 6 we introduce the WHILE loop Count logs on the way up, and chop exact the same amount on the way down. Sounds easy I know. However, WHILE you DO something could be tricky to be explained. That's why we have tried to explain it in the textbook as simple as possible so both you and the kids understands it. Another important note, now it's starts be a bit complicated - as you will see in the next chapter. So have the kids understand the code and what's happening, and the pseudo code is a great way to understand the algorithm.

When you have finished the training area in the Agent for this chapter, it's out in the wild - or down to the ground.

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The textbook has the following chapters 1: 	remote control 2: 	variables 3: 	pseudocode 4: 	repeat 5: 	inventory 6: 	while 7: 	logic 8: 	conditional (maze) 9: 	nested loops 10: 	debug They have embedded videoclips, code and illustrations. And hopefully explains simple enough what we aim to teach (or learn). Click on the books to read them!

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Contact a GEDU master to get help with the diplomas to your kids!

With this session you step up the learning one notch, it's the same as chapter 1 but you add variables. Same code, but add the [num1] so instead of moving 3 steps forward with the chapter 1 solution [press T], write 'fw', [press enter] [press T], write 'fw', [press enter] [press T], write 'fw', [press enter] They now can simple do [press T], write 'fw 3', [press enter]

Use the ready made head to head mazes and have the kids compete!

Last year I had a clever boy that had made a code that changed his personal game mode between creative and survival with a letter. Together with the Agent's slot system there is always a good reason to update the group rules and have a discussion what is cheating. The boys in one club also made spells with code, first they boosted their selves to max level strength, speed, power and then they created spells (still code) how to give the opponent weakness and fatigue. So clear rules what the Agent is allowed to do and not do, starts to be very important right?

This code is a very helpful one for the kids as it truly helps them to dig down, that's what they usually wants. Dig down, find diamonds. However, patience when something is not working is a bit of a shortage. But try to encourage them to check the textbook and compare with their own code. The most important is to have a plan, a scenario and small steps and tasks to give them or to start thinking about. One challenge will come when we dig down and there is a cave below us. But that code we'll wait with to the yellow belt (next stage). Also remind them about the fact that the Agent can dig through bedrock, so you might fall out of the world if you fall into the hole...

Part of the training area inside the Agent

I have tested the world in 2 groups and I quickly realized my kids doesn't read signs, therefore they are changed to NPC's instead. I also understood I had install iron doors (trapdoors) so I could control the area. I need the kids to listen to me. One thing could be to install an iron door in the "tower" building in Soglandia (survival on earth) too, so you could have all kids in one spot. I also realized, once they get down on survival they totally forgot they had an agent that could do all the work for them. SO that's something to be encouraged.

I had them inside the training area (the giant agent) but after 60 min I had to teleport them down to earth so they could practice what they learnt. That's why I added the SOG's office with COO Günther so he can teleport them down.  

Chapter 9 and this is the auto-miner version 2.0 (we started the auto-miner in chapter 4). This time we want the agent to dig down a 3x3 hole and add a ladder to the opposite wall, so you actually can follow your agent down. This is more or less the beginning of a classic mine, 400-500 years ago. They started with a hole and then made tunnels. That is exactly what we're going to do now. Starting with the hole down. Now when the code get a bit more complicated, the pseudocode maybe start to make a bit more sense? A nested loop is a loop that is inside an existing loop

The Agent is designed to hold the kids on lower grounds for the first chapters. Chapter 1-4 is all they can reach until they have learnt the REPEAT loop. Once the REPEAT loop is done and the GEDU think they are ready for the next stage, they remove the "deny" blocks besides the wall so the kids can code the agents to put stairs on the wall. And later, build bridges (block bridges) with the agent. Chapter 5 is the Agent's inventory, where the kids pimp themselves via the Agent and move to the parkour at the top of the Agent (outside the head) and do some pvp. You as a gedu have to turn it on (and off). Chapter 6 is the WHILE loop (together with a repeat loop) and chopping trees. That's why there is a forest inside the head of the Agent. Once you're ready in the training area it's time to head to the ground, the Earth and survival.

In Minecraft, MakeCode and in the loops you will sooner or later face the logic. It usually starts with 'IF' and 'THEN'. Boolean value is a strange name for something that is either on or off. An example is a light switch, maybe you can have the kids coming up with more examples? And the operators '=' and '==' will probably mess things up. But if you want to learn code, the logic part is an important part to understand. We have tried to only put the easiest operators in this chapter. When you debug codes or interpret pseudocode you might find online, they usually use this kind of logic. Try to come up with pseudocode that could use IF and ELSE, IF, ELSE IF and ELSE to different things. You have some examples in the textbook.

Author: Karl Ögland | Pedagogically responsible SOG 2022

Info bot Together with your GEDU you will try to survive on the new planet, maybe you have to fight against hostile tribes? Info bot When you are down on the Earth, will you build relationships and alliances with the planet's inhabitants? Crew I wish I could have join you! Can you take some photos and do an album to me?

HAIR Chapter 5: Inventory

HEAD Chapter 6: WHILE loop

ARMS Chapter 1 &amp; 2

BODY &amp; LEGS Chapter 4: REPEAT loop

There is a world created to the book, so you can teach what's in the book and do it in a specific world. You can <a href="https://drive.google.com/file/d/1QxGfJ9PWtwPYl5MZUNZnUfEn1YlLgxcw/view?usp=sharing">download the world from here</a>. And below is a walkthru.

SOG cipher world walkthru

The space station is 		126 152 -125 The agent, chapter 4, is 	36 86 47 The agent, start place		50 94 44 The agent, Günther		9 95 46 The community center	-86 64 -45

<a href="https://read.bookcreator.com/CERmy4iJpYUWkBdJgilnD6IVVWy1/BIpr1NtuQcqz48nt9CKXzg">This is chapter 3</a> and you can use the areas we had in chapter 1-2. Load, start and run your code. If you can’t find it since last time, you have to start all over (session 3). Now we will start to learn code thinking using what we have learnt so far.&nbsp; Pseudo code is instructions. Computers and robots need instructions and code to work. So if your code is not working it’s either case sensitive or, more likely, you have an error in your thinking. Now we’re about to practice this. Use the obstacle courses again, write the instructions how the agent should move inside the maze. Bullet points are enough. How does your agent need to go to pass a maze?&nbsp;

Once they start to have the code done, have them back into the training area (the giant Agent) and have them testing the code inside the mazes. Some mazes are on the wall, how do you change the code so instead of going to the left, it goes up/down? Prepare this session with finding an area in your world where you can teleport the kids. Put them into creative, and have them make own difficult mazes from this site --&gt; <a href="http://jamisbuck.org/mazes/minecraft.html#">http://jamisbuck.org/mazes/minecraft.html#</a>

When I have had the REPEAT loop to my kids, they are very eager to learn more, and do more code on the subject but different. They will anyway need to have a working code for put ladders on the wall and also a code to make a bridge - that is how the kids will be able to climb to the next levels inside the Agent. You can also have the kids, going down to Earth building houses with code. You don't have to tell them at this stage that they need a nested code to be able to make it: a repeat loop inside the repeat loop.

The girls in the front line was self going. We did the code together on the blackboard and then they built skyscrapers (the afterwards decorated) In the back row (only one showing) we was still on chapter 2, to navigate the Agent

Open code builder, start new project. How do you name your programs (for ex name+date), how to start a new project. Remember to press play to run the code. Who is your agent? What can the agent do? More than a storage, it’s your personal helper. <a href="https://read.bookcreator.com/CERmy4iJpYUWkBdJgilnD6IVVWy1/BIpr1NtuQcqz48nt9CKXzg">Start with chapter 1</a> and make code to move your agent - Forward - Back - Turn left - Turn right - Up - Down Suggest / teach smart names. Easier to navigate the agent with short commands like (fw, bk, l, r, up, dwn) Navigate your agent through mazes.

Aimo Kaamos After what may have been an eternity, or no time at all, because we're travelling at the speed of light, Captain Niina has sighted a habitable planet where we can build a first sauna. Your group is the first to start building the colony of Soglandia, but before you are released into the open, you must undergo some training.

Alvar Aallokko Tekola Nisla has invented a helper for each space cadet, an agent. Unfortunately, the agent only speaks a mysterious language called MakeCode - so first we have to learn how to communicate with our helper. We do this in a spacecraft that serves as a training centre and which Reksi Mikko has already landed on the planet and is waiting for you!

Code of conduct.&nbsp; Server rules SOG rules Group rules What happens if you break a rule? Come up with your own rules and what the punishment would be. How does society work? Do your schools have their own rules? What? Have an individual talk with your students, take notes, check their knowledge and what they aim for. Casual gameplay, know the group

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Tekola Nisla Hi there young Space Cadet Welcome to School of Gaming's code world! We call it the SOG Ciphers and it's a science fiction scenario in Minecraft that makes learning to code more fun. This is your home, it's been your home for some time, but maybe you have to explore it so you remember everything?

Tuuli Takkinen In a future, could be near or far, Tekola Nisla invents how to travel with the speed of light. This, combined with our supremely technologically advanced spacecraft, makes us - the Finns - to be the first to set out to colonize new worlds.

This is where the the sequence plan version 1.2 and turns into 2.0 because now we'll update the plan so it follows the textbook. In 1.2 we asked you to start share the textbook now, but hopefully you have already done it. Also, the NPC's inside the SOG Cipher world links to the book. The result of our pseudo code is something that can be called an algorithm = our solution, it’s how our code is going to work. The pseudo code is a problem-solving process for writing, analyzing and solving problems in order to be able to use your Agent (or any computer).

To be able to send down your Agent in the deep not only save you time, but also is a very quick way to get resources. In the training area there is ready slots (I think 20) where the kids can practice their code. If they fall into the hole, why not make a copy of the code but instead add ladders?

There's a challenge to onboard new kids into an existing club or concept. So that's what I try to fix with one world that have the basic training areas, where the GEDU can teleport between stations, but still be in the same world. All stages of the belts should be - learn something - apply that something - master that something The different belts should follow the same pattern but every new belt will get something more, a bit more advanced, but else follow the same story. Still, it's more important to master the basics than to know little about something here and there.

If you have a fast group, you can go to the next session / chapter!

The logic chapter 7 is a bit difficult, because it's a lot of theory. Logic in code and programming is not the same as logic outside code. Operator '=' is one brilliant example. But also it's case sensitive, and therefore 'a' and 'A' is not the same value. When you press a letter on your keyboard, it gives a binary signal to the computer who translate it to the graphic sign you see on the screen. But we have tried to keep it simple in this chapter. Explain what you will face in Minecraft MakeCode and what it is.

Now we'll try the logic in real life and in chapter 8. The pathfinder code, how to get your agent out from a maze using artificial intelligence is depending on the 'IF', 'ELSE IF' and 'ELSE' statements. All the logic you found in the previous chapter is now to be tested. We have now already taken the knowledge a notch higher, because the code is cool when it works, but it's a bit complicated to make. Before you start showing the code, make sure the kids at least follow the pseudocode partly. That's helpful when you have to walk around and help them individually. Remind them of the textbook, where to find answers.

Crew When everyone is ready, your GEDU will let you in to Captain Niina's cockpit. She can teleport you down to reksi Mikko in our training centra and your training will begin! Captain Niina Hi Space Cadet! This seems like a good area to land you. Tests show the air is breathable and there seems to be a friendly tribe you can make contact with. Are you ready to start your training?

Forward 3 Turn left Forward 2 Up Forward 3 Turn right

Have the kids to make at least three written instructions like this, from three different obstacle courses. 

During the break, write instructions on how to leave your computer and leave the room. How many steps can you find? … Have your parents (or a friend, sibling) test your code. Congratulations! You have done your first programs!

Push out the chair Bend your knees Stretch up Turn left Forward 1 step Turn left

It's sad to have to admit, but the schools' computers can continue to mess up and this session is likely to be needed to get everything working. Continue to -	build trust -	learn names -	be present -	take interest in the kids everyday school life -	take notes Start to talk about rules and code of conduct, write down what the group agree and decides about. This is later to be put up on blackboards inside your Minecraft world so everyone knows them

All my live clubs have started with - 	get to know the school - 	get to know the teachers - 	inventory computers and technology -	install (re-install) Minecraft Education Edition 		via software center 		via Microsoft Store -	kids lucky enough to have it done the first session can start play -	try to have fun Meanwhile - 	start to know the kids -	start to know their names -	tell them about myself, who am I -	build trust

It's always good to remind the kids that they will always ned the basic commands (moving their Agent), so if they can't find their code they have to start doing this part again (chapter 1-2) With chapter 5 it’s time to learn a bit more about our agent. By default everything it collects are stored in slot 1, then slot 2, then slot 3, then slot 4. So if you wants to give the Agent something yummy, like diamond armor, it will stack everything in slot 1. Therefore it's important to go through and learn how the Agent sort the things in its chest.

To the World's plot the kids now have combat training. This is something my boys love to do, so here's a chance to have a hopefully controlled session how to gear up and fight. (The shield is not working by the way)

Remote clubs: Get everyone on Discord, everyone knows how Discord works. Share screen on Discord, join another channel, chat. — Remote &amp; live clubs: Minecraft Education, how does this work? How to play? How to join? How to host? Same account family but different networks (distance) and same network (municipalities) Is it possible to re-install Minecraft EE via software centre? Or one other solution could be to text Microsoft Store. How to install the game and get ready, can be found in the Code Ninja's material. <a href="https://docs.google.com/presentation/d/1hLoPWZ1BPnklvgdErW2ai6E-lbz6N-xIdQjEQcigzmo/edit?usp=sharing">In English</a> and <a href="https://docs.google.com/presentation/d/1fwNwbgj-b-upOnzQo_Dfbr_7lqs2KDjQwyg1wgo-kWQ/edit?usp=sharing">in Finnish</a>. Casual Gameplay, start to get know each other.

A session includes START - How are you - Introducing the topic - Tasks PAUSE - Exercise break ENDING - Tasks - Topic for next lesson

You can read more about the basics from the Code Ninjas first slide. <a href="https://docs.google.com/presentation/d/13Dm0puSKdFLM0-qkj3YsBpgsaf4F81RLOcSehzte1X0/edit?usp=sharing">In English here</a>, and <a href="https://docs.google.com/presentation/d/1znOYTfil0SI8OsHhoLiEdf2t2MS7FLZIfaG49bOVGkE/edit?usp=sharing">in Finnish here</a>

My name is Karl Ögland, I'm working in SOG's product team with our B2B product. As you might know, my Finnish is not very strong as I'm an alien in Finland. I communicate with you in English and I hope that is OK. First of all, thank you very much for your patience during this phase of development. It's not easy to start something while developing the product, but that's often the case nowadays.

When I started to work as a GEDU last year there wasn't much content to show the kids, the content was to train us GEDUs. That was one of the things I wanted to change and these books are my tryouts.

This is the first real code club session. I usually struggle with the school's tech so I always end up using the blackboard to explain. In this picture I have explained how they should start move their agent. It's not pretty drawings, but it doesn't have to be art pieces - it's enough to have the kids to understand.

In a remote club you can either use the textbook or Google's Jamboard

This is the infrastructure code. Once they have learnt this one they start to use it also on ground level, making tunnels because it's easier to walk through a mountain than over it. This code also make their mine to start look like a mine, which all of my kids has loved. There is a one challenge, when you dig through sand or gravel, your tunnel will be a mess. Remind the kids to use coordinates, so they know where they have their tunnels, their holes and their home. They might figure it out one day, but via the Agent / MakeCode they actually can teleport themselves...

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