I’m writing this from our family home in the southern part of Austria, bordering Northern Italy and Slovenia, which are both just an hour’s drive away. It’s now end-May, and going by all key senses (sight, smell, and sound), we’re well into spring. Normally at this time of the year when the weather turns warmer, people would start flocking south to Italy, Slovenia or Croatia for weekend trips.

This year is obviously different.

5 months ago, we moved from Singapore to Austria with our 4.5 year old twins. Before long, Covid-19 rolled around and the country swiftly went into a semi-lockdown mode on March 14th with strict social distancing rules and closure of all non-essential businesses, parks and playgrounds. Like many families around the world, we found ourselves with the kids at home 24/7.

Being in a smaller town in Austria surrounded by nature and with a low population density, the impact of a lockdown has overall been gentler. Stripped of all social obligations, schedules, places to go to and people to visit, we began to relish (even more) the chance to be outdoors everyday while social distancing, especially when the weather is good and sunny. A walk in the woods, a bike ride round the neighbourhood, and spending time in the garden – these are all still permissible activities we look forward to as a way to break the monotony of staying indoors. 

By now, most of us would have gotten used to some kind of a stay home routine – consisting of WFH, HBL (in whichever form that might take or none at all, depending on your kids’ age) and keeping everyone fed, active, happy and alive while collectively trying to make sense of this upside down world as best as we can.

For all the relative disruption this lockdown brings, it also created an opportunity for us to slow down and really be with the kids, especially during these fleeting growing up years. It’s been interesting to see how kids learn, and how we parents learn too from them during the process – here’s a few observations: 

1. Learning is rooted in real life and the everyday

Everyday life offers many opportunities to teach kids real skills, and they seem to enjoy being part of “grown-up stuff”. As I learnt from the kids, home is the best place to start. 

They’re learning fine motor skills when you get them involved with peeling garlic (tiny little fingers are great for that). They’re learning how appliances work when they are empowered to operate them at home (with guidance of course). For example, operating the washing machine, the coffee machine, while explaining to them how it works – somehow the mere act of pressing buttons seems to excite kids. They’re learning what goes into a meal when you involve them in the cooking process. They’re learning when they help to set the table at mealtime or when they help to fold the laundry. They’re learning about recycling when they help to sort out the plastic and paper trash. They’re learning how to keep the house clean when they sweep the floor and see how much dust gets collected.

The lockdown in Austria happened towards the end of winter and the beginning of spring. There was a lot of work to be done in the garden (raking of leaves, planting of seeds, repotting of plants, watering of plants), all of which I learned, can be turned into interesting and fun activities for the kids. It might not be text-book stuff but doing real things and learning with their hands provides them with a valuable and authentic learning experience, right here in the context of home.

2. Letting curiosity lead, and learning to listen to the small stuff

At the beginning of the lockdown, I had in mind some sort of a schedule which went out of the window by the end of the second week… and none of us (adults and kids) really minded. Instead, we settled into a loose rhythm where there’s a time to eat together, to have a joint activity together (outdoor or indoor) and time for the adults and kids to have their own work-time/play-time/me-time. It was not very structured and was also rather weather/mood/work dependent, but it all came together somehow.

There was a period when the kids got really fascinated with our laptops. They wanted to know all about how computers work and were curious about this fun thing called the internet where they can watch their Paw Patrol cartoons. I recalled a wonderful online resource called Hello Ruby by Linda Liukas (who is also a friend of Saturday Kids), where kids can learn about computers, programming and technology through offline art and craft hands-on activities. One day the kids were building their own paper Apple laptops, and the next, making and designing/colouring their own keyboards. I don’t have all the answers to their endless questions but it’s great to be able to tap on all the rich multimedia resources available out there whether it’s online (YouTube, podcasts) or offline and be able to learn alongside them.

Kids around 4 years of age seem to be asking a million questions everyday, which is a great reflection of a child’s imagination and their unfiltered curiosity of the world around them. There is this quote that I really like:

“If you don’t listen eagerly to the little stuff when they (kids) are little, they won’t tell you the big stuff when they are big, because to them, all of it has always been big stuff”.

I think the same goes for listening and addressing all the small and big questions kids have, which is so important for keeping their curiosity and love for learning alive.

3. Trust goes a long way

We’ve been spending a lot of time in the garden tending to the vegetable patch (with the help with their grandparents who taught us a lot about growing our own vegetables and fruits). I observed how even little kids were given real tools to work with and responsibilities to undertake, while being made aware of the risks. Our neighbour handed them a full-size hammer and a nutcracker while teaching them how to crack walnuts. In the kitchen (and in their kindergarten previously), I noticed how little kids were trusted to handle and use glass cups, and porcelain plates.

I remember seeing this in action as well at the Saturday Kids Unplugged Summer Camp in Karuizawa last year too where kids were given real woodworking tools to work with. With proper guidance, it gives kids immense satisfaction and pride to know that they have been given the responsibility and trust to deal with real tools, and that they can manage them independently.

At the time of writing this, lockdown measures have eased in Austria. As the same happens across the world, life will not go back to normal as we know it. But perhaps that’s okay and in a way it might be for the better, because our old normal was not really a sustainable way of living. As tiring as most days might be, I think I’ll be nostalgic for this period when it all passes.

For all the disruption that Covid-19 has brought, I think it’s also important to remember how unique a time this is for families, the bonds and experiences that were shared during this messy but strangely beautiful period, and to think about the stories we will tell our kids in future.

. . .

Nicole is a digital marketer and photographer now based in Austria with her family. You can see more of her work and get in touch here on her site.

The post Saturday Kids “Travels”: Learning through Living in Austria appeared first on Saturday Kids | Coding, Digital Literacy for Kids & Parents.

“As a female in the field of Computer Science, you have to learn how to stick up for yourself, to speak up when uncomfortable, learn to ask hard questions, trust that you’re smart and that you’ll get things done.”

Meet Yao Yao: a friend of Saturday Kids we caught up with when we took a fieldtrip to Chicago to attend ISTE . A computer scientist by training, she has since gone on to do corporate strategy, portfolio management and is currently working on Innovation Management at a maps company called HERE Technologies. She first tinkered with code at the age of 5 in China, and shares her story of how a combination of curiosity and grit enabled her to thrive and find her sweet spot as a female and immigrant in tech.

Yao Yao and Saturday Kids founder, John, in Chicago.

Hi Yao Yao! How did you get started learning to code?

“My parents were going through the period where their education was disrupted because of the cultural revolution. My Mum didn’t get a chance to start university until a couple of years after I was born, and she saw it as the only chance to go before she couldn’t go again. And so, my Dad ended up taking care of me most weekdays. At that time, he was working as a hardware and software engineer so he’d take me to his office. 

We were really poor so we didn’t have many toys, and I remember just played with broken circuit boards (as toys), and different electronic components, such as transistors.

To keep me busy, he taught me programming when I was around 5. Looking through some of my journal entries, there were gems like “Today, I drew a flower using recursions”. 

When I was in elementary school, he started taking me to some of the local programming competitions, and I was would walk in and be the smallest kid. That period was a great bonding time between me and my Dad. 

Where I grew up, academia felt quite regimented; in contrast, coding was much more exploratory, and a fun creative outlet for me. I’m thankful for my mum for being progressive enough to look beyond the academics. She used to get called by the school to be told that I had the ability to make top 5 or top 10, and asked whether she would consider cutting down some of my extracurricular activities. My Mum would resist –  saying that she would prefer for me to be ‘good enough’ and maintain my interests, making sure I stay was still curious and still exploring explore what I was interested in.

It’s a long way from China to Silicon Valley. What brought you to where you are today?

“When I was 16, we moved to Silicon Valley. My parents had always wanted me to escape the Chinese college entrance exam cycle. They were worried about the impact on my character because they saw kids hiding good study materials and plotting against each other to try to come out on top. My Dad didn’t want me to lose “my innocent smile”, and that was the reason for them bringing me out here. 

Yao Yao as a child.

It’s very self-sacrificial of my Mum, because she had a great career as an accountant in China, and the minute she came to US, that license was rendered useless.  She ended up going through a technical training program where she learned how to map circuit board layouts and switched careers completely.

It kinda runs in my family – with every situation, we just go and learn what we need to figure it out. 

I went on to study Computer Science and finished a Masters Programme in Artificial Intelligence (AI) at MIT, before working as a programmer at IBM. After 3 years, I received full sponsorship for an MBA at Harvard. They were intrigued about my experience as an immigrant, learning programming and new languages, and having the combination of curiosity and grit to navigate different situations. That really opened many doors – I’ve gone on to do corporate strategy, portfolio management and I now work on innovation management at Here Technologies.”

What has your experience been like, as a female and immigrant in tech?

“Ever since I was a kid going to coding competitions, I was used to being the only girl everywhere and it was a character building experience – I learned not to back down. In that environment, you had to hold your own; there was no other role model around.

A snapshot from after Yao Yao moved to continue her studies in Silicon Valley.

And now as a female in the field of Computer Science, you have to learn how to stick up for yourself, to speak up when uncomfortable, learn to ask hard questions, trust that you’re smart and that you’ll get things done.”

Now that you’ve spent so many years working across different roles in tech, what have you learned from this incredible journey?

“Programming is a life skill to me: how you plan, how you use resources efficiently; especially now with the libraries and a lot of things are written for you, you need to figure out what you need and how to get it. This also means you’re not working in isolation but as a part of a vast network. These are important life skills that you develop. 

Working in technology, you see how quickly tech really renders basic manual labour obsolete. Robots are going to perform many functions so much better, and the people left are the ones who are able to think – creative thinking, strategic planning, critical thinking – these are really hard to build with AI. If you’re not embracing tech, you’re doing your kids a disservice.

Programming really takes you out of that frame of rote learning and thinking. It’s more about: How do I approach the question? How do I tackle it? How do I build a plan to execute? You’re constantly improving to become more efficient, trying to leverage all the resources.

It’s a comprehensive way to develop those skills that the other activities don’t really bring altogether.

That’s why I’m so invested helping my kids build problem-solving skills, critical thinking skills, ability to be a good communicator (because in programming, you also have to comment on your code, otherwise no one else will understand and be able to use your code). I caught my son (8) teaching my daughter (6) how to program the other day, it’s really sweet. We start with simple things – little activities for them to tinker on the iPad with Scratch Junior, and if they have questions, I try to encourage them to see if they can figure things out by themselves first.

Everything’s really coming into the package when you learn programming – there’s planning, problem solving, finding resources, communication, and efficiency. 

Yao Yao and two of her kids!

It’s a fun activity to do with your kids too – just like me and my Dad, and it holds such special memories for me.”

. . .

Yao Yao’s story reminds us of why we do what we do – the lasting impact of “aha” moments, and how transformative a superpower like coding can be, when you apply it with a little bit of creativity, inventiveness, and resourcefulness. Thanks Yao Yao for the conversation – through Saturday Kids, we hope to inspire many more kids to code to learn and open up worlds of possibilities for them in the process.

The post Friends of Saturday Kids: Yao Yao on overcoming the odds and coding to learn appeared first on Saturday Kids | Coding, Digital Literacy for Kids & Parents.

Everything is interesting.

A contrast to tightly spun lesson plans and curricula, the kids’ time was only lightly structured with broad stroke anchor activities for each day (e.g. trekking to the waterfall, a high ropes course, scavenging for materials for the bridge building projects). What this meant is that kids had the leeway to run wild and free at the campsite and to just play and be – whether that was catching butterflies, playing football and catching, or going on adventures in imaginary new worlds at a natural playground. 

What we found kids loved the most was getting wet during a trek to the waterfall, wading in a stream, and catching tadpoles. It’s not rocket science, but the simple things that being in nature (and a little bit of encouragement) allowed them to do that made it to their highlight reel. One of my favourite moments is finding some of the girls using foraged twigs, leaves and flowers to build a little home for bugs – one of them even successfully bugged her parents to return to the campsite the day after camp ended to check if any bugs ended up nesting there!

With Japan the home of many of the world’s engineering marvels, our camp was themed around building bridges – physically, socially and culturally. This saw kids scavenging for logs in the forest to prototype their own designs, and learning to use saws, drills and the like along the way. We watched kids eagerly approach this project with enthusiasm under the watch of trained facilitators who very clearly set the ground rules, because you know, as one instructor bluntly put it: “I don’t want any of you putting a hole through your hands!”. As a parent of 2 young girls, I particularly enjoyed seeing the older girls undertaking this activity – who says tools are just for boys? 

Care and friendship come naturally.

We were glad to have a batch of diverse kids from the age of 4, to pre-teens, join us for this camp, and for a good part of camp the kids were split into groups for age-appropriate activities, before reuniting for activities where everyone was involved – such as the afternoon treks to the river and to the waterfall. On many occasions, we saw how the kids organically took on the responsibility of looking out for each other – giving each other a hand when they needed to cross the river, encouraging each other during the high rope course, and more. It made our day to see a kid as young as 7 volunteer herself to look after a 4 year old, and to find the experience delightful.

Do what scares you.

Away from their parents and in a foreign country, kids had been signed up to venture beyond their comfort zone, and as adults we were awed by the many, many instances where we saw how the kids challenged themselves to do things that initially scared them (think high ropes, and getting their socks and shoes wet in a shallow stream) – and turned out to like it so much they asked to go again and again. Speaking of victories: even the sheer fact that none of the kids really kicked up a big fuss of being with a group of strangers after getting dropped off by their parents is commendable.

When we took a moment to step in the kids’ shoes, we’re humbled by the kids’ courage.

Nature is all around us!

Yes, it is quite special to be able to do this in Karuizawa, and we and the kids were very privileged with the cool summer weather and the change in environment that made it an especially pleasant experience for everyone on the ground.

But it does not have to stop there! We are very lucky in Singapore to have access to an abundance of nature (albeit in hot and humid weather conditions), and whether your child is 4or 12 years old, there’s nothing stopping you from recreating similar experiences (thanks NParks!). A hike up Bukit Timah Hill, an early morning walk at Sungei Buloh Nature Reserve (try spotting some interesting birds and crocodiles), looking out for monitor lizards at MacRitchie Reservoir, and many, many more – the point is, we have a lot at our doorstep to explore, not just for your kids, but for yourself too. 

. . .

My 4-year old twins had a blast and were flat out every day (camp activities ended at 3pm daily). They speak fondly of time spent catching butterflies, playing catching, dipping their feet at the chilly waterfalls, finding twigs in the forest, AND they absolutely loved sweeping the campsite (!).

As an organiser, parent and facilitator, I personally find it quite touching to observe how over the span of just 1 week, all these kids who were strangers prior, came together, formed friendships, proactively helped each other out, took it upon them to challenge themselves and overcome their own fears, and really got into spending time together in the beautiful surroundings of Karuizawa. The Japanese call it “forest bathing” – they believe that it’s good for health, it’s not hard to see why. 

. . .

This is just the beginning of #SaturdayKidsUnplugged, and for the parents who joined us on this first trip, we are very thankful for your support and trust. We’d love to continue doing this and to continue to curate learning experiences for kids from Singapore, and to that end, will be sharing more details about our plans for 2020, so keep a look out for that. Special thanks to Anli from EtonHouse International Preschool in Tokyo, and his team – we couldn’t have asked for a better partner who shares a similar philosophy with us to do this together. 

Questions or comments, and just wish to chit chat over coffee? Email us at [email protected] or reach me directly at [email protected]. 

The post Gone unplugged in Japan: reflections from our summer outdoors appeared first on Saturday Kids | Coding, Digital Literacy for Kids & Parents.

We continually strive to inspire a generation of kids to become curious, self-directed learners, and there’s no way we can do this without all the parents who believe in the same cause and are willing to go the extra mile with us. It’s gratifying when they say they identify with what we stand for and they’re glad their kids have such opportunities these days. We most recently spoke to a Saturday Kids parent, Veron and were glad to know that her son loved his class with us.

“Adam enjoyed himself immensely throughout the 5 days camp. He requested to reach class earlier and when he was home, he continued working on his coding projects after dinner. I’ve never seen him so serious about anything before. He has signed up for weekly classes in Jan 2019. “

There are many reasons why we do what we do but here are the top 3: 

1. “It’s fine to fail, but just don’t bail.”

The idea of failure, or more specifically, learning to deal with failure, is an important conversation for us at Saturday Kids.  Failure isn’t a dirty word, and it’s not something we should run away from. Failure is a part of our everyday life and we believe it’s important to teach kids, or rather show them, how to approach it and move past it, rather than avoid it completely (an impossible task anyway and one doomed to fail).

Saturday Kids parent Veron agrees – 

“I like that Saturday Kids encourages kids to learn and that it’s okay to fail in the process of learning. When I looked at the SK website, I saw that part of your mission was to get kids to learn to deal with failure. I found that all the other schools were about coding and obsessed with just results but I really loved that SK talked about the process of learning, failure, and learning to move past that because that’s a very important lesson for kids.”

In this article, Montessori educator Victoria, discusses failure and how we can encourage our kids to embrace their failures in a healthy way.  It’s something that deeply resonates with us, and we hope that it does the same for you too.

2.  Kids learn better when they have fun.

This is again something we’ve talked about a fair bit. Our founder/CEO John shared his thoughts on this while he was at ISTE earlier this year. Check it out here. To recap:

Play is one of the core principles at Saturday Kids. We believe learning should feel like play. What does play mean in this context?

Not just laughter and having fun (although that is an important part of play). Not just the activity. It’s the attitude of testing, experimenting and trying, which leads us to two other core principles at Saturday Kids. Learning happens by doing. Failure is reframed as iteration. Play underpins everything we do at Saturday Kids. Our goal is to make learning fun again so kids enjoy the process instead of just focusing on the outcome. When kids enjoy learning, they become self-motivated learners and our job as educators is pretty much done.

Veron was amazed that her son Adam would insist on coming early for his holiday camp classes, “Whenever I send him for enrichment classes, he’s usually quite unfocused and doesn’t really enjoy it but when it came to coding classes, it’s the only one he thoroughly enjoyed. He requested to go early everyday on all 5 days of the camp and troubleshoot his project. He really enjoyed the classes because he was having fun and he’s asked me to sign him up for weekly classes now as well.”

3. Learn to code, code to learn

Coding is a great skill to have, especially in this day and age. We see coding as one of many, many ways to get your kids curious about the world around them. The big question we ask ourselves at Saturday Kids everyday: What if kids are intrinsically motivated to learn? We can’t teach kids everything there is to know but what we can do is encourage them to look at problems and think, “I can figure this out myself”.  

Saturday Kids learn how to learn.

No lectures. No memorisation. No ONE right answer. Like real life, we’re all about trying things out yourself, failing, figuring what went wrong and trying again. These are the skills and mindset that will last a lifetime and how we learn in real life. Let’s get kids to learn how to learn. Because the kids who learn to learn become curious, inventive, resourceful human beings who solve real world problems to make a meaningful impact.

The post The 3 Things We Believe In At Saturday Kids appeared first on Saturday Kids | Coding, Digital Literacy for Kids & Parents.

From an early age, he had wanted to be an inventor, and now spends a lot of his time (both at a professional and a personal level) on experimenting with technology. Currently based in San Francisco, GP is married to a Singaporean and has two kids, ages 5 and 7.

Our team caught up with GP in person when we visited San Francisco back in June this year. Over the course of a few days, we discussed the possibilities of our collaborations, exchanged ideas, got connected to a few local partners, and took time to get to know him and his work a little better.

“There’s a lot of interest in building bridges across the Pacific, with the kind of maker and innovation culture that’s flourishing here in the Bay Area, that we would like to bring back to Saturday Kids in Singapore.”

Nicole: Starting with the obvious, how did this cross-continent collaboration come about?

GP: I’ve known John for many years now and our conversations (both in-person and virtually) have always been wide ranging and interesting. John is passionate about breaking moulds and promoting creative and self-directed education, and I think he saw in me an example of that in the real world.

He’s always very interested in the projects i’m doing, and so he proposed a collaboration, without a lot of structure at first, but with the idea that we could somehow work together to make the Saturday Kids experience very real and grounded by giving examples of how self-directed learning and creative learning actually play out in the real world. That it isn’t just about the time that the kids spend in the classroom, but that there’s real-world applications in the things that they are learning and it can become a much bigger thing.

In addition, there’s also a lot of interest in building bridges across the Pacific, with the kind of maker and innovation culture that’s flourishing here in the Bay Area that we would like to bring back to Saturday Kids in Singapore.

With this collaboration, I hope to contribute towards curriculum/product design, sharing experiences, help evaluate projects and continue to build bridges towards potential partnerships.

Nicole: You went from being a management consultant to a creative technologist, what’s that journey like?

GP: I studied Business, and Computer Science back in school and had a mid-career change where I decided to learn more about technology and get a little more hands-on with making things. That led me to getting a masters degree in Interactive Telecommunications at NYU. It was from there that I got to work on a lot of exciting large-scale projects that leveraged technology to create memorable experiences in the real world.

Right now I work full-time as a creative technologist with my role bridging the creative and technology teams – making sure that our ideas are technically leading edge and creatively powerful. The kind of work I do now has a focus on interactive and immersive video, such as 360 degree videos, virtual reality, and interactive installations. On the side, I also do an enormous amount of 3D printing – I have several 3D printers of my own and I enjoy designing things for practical use and for entertainment. Of late, I’m also gaining more interest in robotics and starting to do a lot more experimentation on that front.

From a very early age, when people asked me what I want to be when I grow up, I said inventor. So to some extent, the whole management consulting was a detour, so now I’m back to where I want to be all along – tinkering, experimenting, playing with different things.

Nicole: So what were some of the more memorable projects you’ve worked on?

GP: A key highlight was the opportunity to work on the Bay Lights project which involved 26,000 programmable LEDs on the Bay Bridge. Working together with an artistic team to bring this artistic project (enabled by technology) to life for such a San Francisco landmark was super exciting.

I also had the opportunity to work on a series of projects with an artist called Lynn Hershman, who has been doing art informed by tech for the past 50 years. More recently I’ve been doing a lot of work using drones to capture 3D imagery of cities and places.

Nicole: At the ISTE conference we attended earlier in Chicago, we heard a lot about the inquiry-based learning approach. You mentioned that your two kids (5 & 7) attend a school here where the pedagogy is based on that. Can you tell us more? 

GP: The school they attend here (in San Francisco) is called the New School, and like you said, the pedagogy revolves around Inquiry-Based Learning. The inquiry-based style of self-directed learning is one that’s attracting increasing interest in schools here in the U.S.

Charter schools (such as New School), are publicly funded with a high degree of independence, and you can see it as a vehicle for for trying new things in schools.

Inquiry is a key part of how the curriculum is organised. Each “inquiry arc’ lasts 6-8 weeks and consists of 3 phases: exploration, expression and exposition. Rather than dividing classwork into a series of formally divided subjects, they pick a topic of study that lets them all subjects together in a coherent way. For example, salt as a topic. What is salt chemically? How is it harvested through history? How has salt been used?  So instead of breaking it down by chemistry, history and so on, kids learn through topics of inquiry which helps them relate it better to the real-world.

“In the real world, a lot of the problems are never focused on a specific domain. A lot of the interesting problems worth solving will involve multiple things, not purely a math or history problem.”

Nicole:  How do you think the inquiry-based learning approach benefits kids and the way they learn?

GP: Well in the real world, a lot of the problems are never focused on a specific domain. A lot of the interesting problems worth solving will involve multiple things, not purely a math or history problem. So the overall skill of being able to look at a problem and then looking at the tools they have, is very important, rather than looking at it as a subject-problem.

The other key part is that generally they organise around team projects that students present to their peers and to the community, (the “exposition” phase). This helps them learn how to work together, how to share responsibility, accountability, and presentation skills – all valuable skills in the real world. It is great to see kids working on something, building it, presenting it, looking back and saying “I did it”.

“It is a not a bad thing to have something in your life that is disconnected from how you make a living. It is good to be able to unplug.”

Nicole: I personally believe in the importance of side projects outside of work. What are your thoughts on side-projects and making time for hobbies?

GP: All my hobbies actually ended up having professional relevance. I started flying drones as a hobby, then now it turned out to be an enormous part of a project I’m working on. 3D printing started as a hobby, and I ended up getting a job at Autodesk. Immersive video, something I started out experimenting, now is a part of my professional life. Right now I’m starting machine learning and robotics, all things that could eventually be useful.

It helps to stay in touch with other people who are doing similar things and to maintain diversity of information sources. Read widely, read differently. Be open to serendipity.

That said, it is a not a bad thing to have something in your life that is disconnected from how you make a living. It is good to be able to unplug.

Nicole: What do you have to share with fellow parents when it comes to kids and education?

GP: I guess a key thing to consider, is to what extent is education preparing children to execute someone else’s plan, vs to direct their own life. A great deal of what goes on with formal education, is teaching children to be perfect executors of someone else’s plans. However, It’s even more important to give kids a sense of how they can direct themselves, and to help them understand their own strengths and interests, in order to better navigate the world they’ll be growing up in.

…

Massive thanks to GP for hosting the Saturday Kids team in San Francisco. Read more about why we spent a couple of weeks in the US earlier this summer, what we learnt from Mitch Resnick and Andy Weir, as well as a quick look at a new computational medium called Dynamicland.

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