We now consider the curricula covered by Project Yoreme. The educational goal of this initiative is that any learner following them will develop basic-level skills in all of these disciplines. Even though our teaching method is such that some learners will develop themselves more in one specific area, we consider it important that all participants obtain a global notion of all basic digital abilities.
Although our modules are grouped into distinct curricula, in practice this division isn't a strict one. Digital contents are increasingly interdisciplinary and it is common for websites to include graphics (often animated) and audio to complement the text information being presented (or requested), all of this controlled by the underlying code.
An example of this interdependence is the module Literary Collaboration and Publishing on the Web 2, within the Text, Code and Web curriculum. Study of this module requires some of the abilities acquired in the Graphics curriculum, since it includes the publication of text with images. Another example of interdependence is due to the intrinsic nature of computer studies: working creatively with the computer implies, to some degree at least, a basic understanding of programming. Thus, while the participants are learning to, say, build sound synthesis algorithms, they're also developing the kind of structured thought that is necessary to learn to program with success.
The concept of literacy is changing thanks to the ubiquity of computers. New competencies are being included here, such as word processing, read/write in programming languages, online collaboration and self-publishing.
We cover all these competencies by getting the learners to collaborate to create a text on Gobby, convert it to HTML and publish it on the web. We achieve this in a transparent way, focusing on the result rather than the process. As a mark-up language, HTML is an extremely simple language which can be used to introduce some basic notions in such a way as that learners are not traumatized. We then go on to a slightly more sophisticated level with CSS, but remain focus on a very concrete aim (self-publishing on the web) whose usefulness is easy to grasp.
This curriculum presents image creation. The editor we use presents two characteristics: it is extremely easy to use, and backgrounds and stamps may easily be added. Thus, the learner can readily employ images of his own creation, or that of his classmates, to produce new ones.
In this curriculum we look at various aspects of working with sound on the computer. The first module allows the learner to understand how he or she may generate sounds on a computer and articulate them creatively. The second module presents the creation of virtual musical instruments and how they can be used for improvisation. In the third module we focus on the basics of rhythm boxes and audio editors. Finally, in the fourth module we use all previously acquired knowledge for a small radio production which will be broadcasted on the web.
Robotics and automation (and we shall refer to both simply as robotics) are growing rapidly, and we consider it is important to create a curriculum for this topic. This includes preparing a kit based on the open hardware platform Arduino, and basic software needed to operate this material. We intend to use Rodeny Brooks' subsumption architecture, not only because of technical advantages, but because of its paedagogical characteristics. This architecture requires a modular structure of design which is ideal for learning. The learner may gradually acquire understanding of one component by modifying its behavior, without changing anything else in the overall design. The main objective of this curriculum is for the learner to understand the relationship between a robot's behavior and the code by which it is determined.
The first sessions focus on exploring the concept of a robot, allowing for the introduction of basic components and essential elements that receive, process and send information in an Arduino. The following two modules look at building robots with specific behavior such as phototropism, avoiding obstacles and balance. Lastly, we explore computer vision, which allows robots to have more complex behavior, for instance following objects and facial recognition.