Adam Stacoviak and Jerod Santo talk with Tim Bell, the founder and creator of CS Unplugged, a collection of free teaching material that teaches computer science through engaging games and puzzles. They talk to him about where this program came from him, the need for computer science in todayâs K-12 education programs, how CS Unplugged fits in, and how you can get involved.
Tim Bell: [03:49] Yeah, and the kids were raving about it, and it was really fun. Then the next week the parent to come along was me, a computer scientist. At the time and for a long time after, my main research area was data compression; how to make data smaller, and all that sort of thing. And I thought âHow do you explain this to kids?â They donât even know what data is, they didnât own a computer⌠Nothing like a data projector in the room or anything to demonstrate things⌠So I donât know why, but I just had this idea âWell, letâs not worry about the computer at all, letâs try and get to the heart of what I think about, what I care about when Iâm solving problems, when Iâm trying to develop a new program for something.â
So I sort of peeled things back and I thought, well, what are the key ideas that weâre looking at? I just looked at a whole lot of topics that exercised my mind as a researcher in computer science, and I tried to think âWell, how could that be transferred into a game, or an activity, or something like that?â I came up with three or four activities, went along into the class⌠I was using nothing but cards and paper and string and chalk and things like that, and we had a great time with the class. In fact, it went so well that they invited me back, which was a very pleasant surprise, because I thought it might have been one of the least interesting talks that the kids might have had. So I ended up going back regularly, and developed a whole series of these things.
And back then I came across a colleague on the internet who had been doing the same thing in Canada, Mike Fellows. Mike and I pooled ideas, we put them together and we said âOh, we should get together.â I went over to Canada for a month, and we sort of tried to put it all together in a book, and came up with about 20 activities like this. It seemed really good, so we sent it off to some publishers and said âHereâs something a bit different⌠What do you think?â
It was rejected 27 times by publishers, which is the best thing to happen⌠The reason was that they couldnât place it, so we sent it to a computer publishing place, and they said âWell, youâre not using computers. It looks really cool, and by the way, can I keep a copy to do with my kids? âŚbut we canât publish it in a computer book. Why donât you send it to our education department?â
So I sent it to them, and theyâd go âWell, itâs obviously about computers. Itâs got âcomputerâ in the title.â Anyway, we got sent around in circles, and we got more rejections than Harry Potter, which Iâm very proud of. But the cool thing about that is that in the end we thought â because back in the â90s, open source and publishing into that wasnât a big thing⌠In fact, the web was really just starting to become a thing, and the public didnât really have access, or teachers and so on⌠But we put it up in the form of the web, and just said âWell, help yourselves, everyone. Itâs free, and we think itâs a good idea.â
And it just sat there for probably about a decade. A bunch of people around the world started using it and came across it one way or the other, but around about â I think it was 2003 at the ACM, which is the national body of computer scientists that set curricula, and things like that, started looking at K12 curriculum⌠And kind of almost unknown to me â theyâd probably emailed and asked me about it, but they published a thing about it saying âWe think there should be a K12 curriculum for schools, and by the way, hereâs some examples of what to doâ and about two thirds of their examples were straight out of our material⌠So suddenly, everyone was contacting us and saying âOh, tell us about this method, tell us about your philosophiesâ, and so on.
Of course, at the time, weâd just gone back to our day jobs and we werenât particularly working on this⌠So the thing suddenly started taking off, and then even more so I guess in the last eight years or so, because all around the world countries are starting to say âWell, how do we introduce computer science or computational thinking into schools?â and this became a really easy touchpoint for that. Because of not using computers â it took us a while to realize exactly what weâd done, but it means that itâs using things that teachers are familiar with. So when you say âPut this on the card and draw this on the groundâ and all that kind of stuff, they go âWell, I can do that.â
[08:23] But if you say âOh, youâre gonna teach computer scienceâ, particularly if you think about primary school teachers, elementary school teachers, they go âWell, hang on, I havenât been trained on this. Itâs probably all this thing called âcodingâ, which sounds really mysterious⌠Iâll probably have to install something on a computer, and when I install it, it probably wonât work, because then Iâll have to install something else and reboot, and then Iâll need permission from the school to install it⌠Nah, I canât be bothered.â But when you say âJust print out these three cards and start doing stuff with themâ, it sort of becomes a very easy entry point.
So it sort of evolved from an outreach thing for academics like me to go into a school and just talk to our kids, or try and drum up a bit of interest, to something that is being offered for teachers, who have been told âThis is now part of your curriculum.â