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Interview: Massimo Banzi: The Arduino

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Programming for Everybody (Getting Started with Python)

Universidad de Míchigan

4.8 (64,256 calificaciones) | 870K estudiantes inscritos

Curso 1 de 5 en Python para todos Programa Especializado

This course aims to teach everyone the basics of programming computers using Python. We cover the basics of how one constructs a program from a series of simple instructions in Python. The course has no pre-requisites and avoids all but the simplest mathematics. Anyone with moderate computer experience should be able to master the materials in this course. This course will cover Chapters 1-5 of the textbook “Python for Everybody”. Once a student completes this course, they will be ready to take more advanced programming courses. This course covers Python 3.

Destrezas que aprenderás

Python Syntax And Semantics, Basic Programming Language, Computer Programming, Python Programming

Revisiones

4.8 (64,256 calificaciones)

5 stars
54,944 ratings
4 stars
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3 stars
927 ratings
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1 star
124 ratings

LZ

Sep 04, 2016

The professor's lecture is so awesome, however, the content is adjust to the new programming learners. I heared extended part of the course is charged, you can purchased it if you want deeper learning

BA

Jan 28, 2019

Lecture videos were broken into small parts whereby it's easy to understand and digest. Assessment given were relevant to what was taught for each segment. Navigating around course contents were easy.

De la lección

Chapter Three: Conditional Code

In this section we move from sequential code that simply runs one line of code after another to conditional code where some steps are skipped. It is a very simple concept - but it is how computer software makes "choices".

Interview: Massimo Banzi: The Arduino11:24

Office Hours: Seoul Korea4:26

Impartido por:

Charles Russell Severance
Professor

Transcripción

[MUSIC]

[MUSIC]

[MUSIC]

When you're doing production design there is this idea

that you need to be able to build prototypes.

Because one of the, in a way, important elements of that

discipline is being able to test the things you do with people.

So, you know, you want to make a website, you make the prototype, a

mockup of the website, you try it with people, you see how they react.

And the same thing with physical devices,

but physicals means you need to learn about electronics.

So we had to create different classes that would basically make

electronics approachable to people that don't have a background in electronics.

They next to zero software development background.

So, what we did when I started teaching is that I

started to experiment with the tools that were available on the market.

[COUGH] And then I realized there were a number

of shortcomings, like, every, designers mostly like to use Macs.

Mac haven't had serial ports for ages.

They all have USB ports.

And still, you know, there are professionals that have

their development tools that are released now in 2013

they still only have serial ports, which, it's really weird, because I

haven't seen a serial port on, on a laptop for a long time.

And on desktops, sometimes don't even have them anymore.

So we had to make something that would run on a Mac, that would be easier to

use, that would be cheaper than what was

available on the market back then which, you know.

And also we had this programming language we sort of inherited from the MIT called

Processing, which was used to teach about programming to artists and designers.

So we thought, well, you know, why don't we try to make

that run on a microcontroller, so that was based on Java.

Microcontrollers tend to, they don't like Java very, very much.

They prefer languages, it's easier to work with languages like C++ or C.

So we did some experiments, then one student

of mine did a thesis on the [UNKNOWN].

So different projects sort of followed and then we

ended up with the first version of Arduino which,

based on the work that this student Hernando Barragan

did on a project called Wiring, we re-implemented it from scratch.

So we reused the APIs but we rewrote the whole thing to be completely open source,

because we also wanted something that would be

easy for people to reproduce, to build upon.

So we wanted to remove the barriers, and one of the things that we did is also

that, since at the time we haven't got, in a way, a clue how we were

going to manufacture, we didn't want to set up

like a classic manufacturing company, or go to a

venture capitalist or something because obviously there was,

back then nobody would have even talked to us.

So we thought, you know, let's release the hardware as open source so that

people can build it if they want to.

And they started to make, we just started to make the PCBs of the sort of two-hole

version and, and so we, we would just give them away to people as a gift.

So, just take this PCB, assemble one.

And some people started to assemble it. So they went on the website,

they got the instructions, they started to write.

That's to, to download the code, to solder the, the boards.

And so we got some feedback and we started to build up a little bit of an audience.

And, and, you know, that's, that's how we started.

>> So, so, talk a little bit about the

the transition from people coming in to the four-week class and

spending the first three days soldering

to the, to the sort of scaled-up manufacture.

>> [LAUGH].

>> I mean, what happened?

How, how did you get pushed?

What triggered the

>> Well, we started to do introductory workshops

for people outside of the school.

I originally started this project with a friend of mine called Avit Quartinas

who teaches in Sweden, and the two of us both had similar issues

with our students. We wanted to, you know, there was a bunch of input that

we gathered and so we started to make the first of the two-hole versions.

Then we met an engineer that was living and working

in Ivrea that had experience in manufacturing stuff.

He was actually helping me a lot when,

whenever the school wanted to manufacture something with electronics.

I would ask this, Gianluca Martino is his name,

I would ask Gianluca to help me do that.

So I said, well, you know, can we manufacture 200 of these pre-made?

That we can just, you know, sell to people?

And then me and David managed to convince both Ivrea

and the school in Marma to buy 50 each.

So 100 were sold and then we said, you know, let's see if we can sell the other 100.

You know, who cares?

>> What, on a website or something?

>> Well, we started to actually sell them like this, like in this, by hand,

by sort of really like saying okay,

I'm going to run a workshop in this place, I need 20 boards

and we would just sell them to people at the moment.

The platform was unknown, it was not

really proven, we were at the beginning.

Luckily we did some public demonstrations of how

you can do with this, and people understood.

So some people in different communities started to put out the

word that there was this Arduino thing that was very promising.

So we got people. We organized a workshop at the end of 2005 in London,

which was the first workshop where really we put an ad and people paid and came.

I think there were a number of events that lined up

that created, kind of fueled, this kind of viral aspect.

So, obviously, first of all, we had a friend that was teaching

these kind of topics in the U.S. at NYU in a school called ITP.

And he had a much bigger number of students.

He had something like 120 students.

And so, we met him one summer in Italy, doing

a work, a project together and we showed him Arduino,

he started to play with it, he thought,

okay, I like this. We can go somewhere with this thing.

So he brought back a few prototypes, we shipped him a few more boards.

And he started to use it with some of the second-year students.

And then at some point in 2006, I think, the platform started to work properly.

You could do good projects with it.

And so the first-year students they saw what the second-year students

were doing and they said well you know we want that Arduino ourselves.

So I would say that generated, that kind of gave us 120 power users.

People who make beautiful projects and designers

of these features, that tend to take

their projects and document them very nicely

put them online because it's their portfolio.

Well with Arduino the idea is that you download a file, you plug

the board, okay back in the days you had to install a few drivers.

But then, you know, in the space of a hour or something you were working.

>> You got a blinking LED.

>> Yeah, the blinking LED was the hello world.

The blinking LED is the hello world of physical computing.

So yeah, I think this viral aspect also coupled with the fact that

we asked SparkFun Electronics, their online store

was again beginning to become very successful.

So we asked Nathan to carry Arduino,

you know, and he sort of graciously accepted to do that.

And so we, he kind of fueled our growth in the U.S. Then

me and David Cuartielles spent many, a number of years

traveling around the world, but mostly in Europe at the beginning, doing workshops.

And we, you know, sometimes for free.

You know, just going somewhere and, you know, sleeping in a

>> Couch >> Whatever we could sleep.

Yeah, and then run workshops and that

obviously kind of fueled that kind of aspect.

But then it was a lot of people making projects, documenting them,

putting them online and then sharing

information about how they built the product.

>> Where do you think this thing is going to go and what, what, what

are your, some of your dreams of how it could sort of change our world

>> [LAUGH] >> in powerful ways?.

>> Well, in a way I think there's a wider, wider discussion

about empowering people to be creative with technology.

So because obviously nowadays the world that's around us

is made a lot of digital technology.

And there is an, there is a trend that I'm not particularly happy with

where people just buy devices and they just use the devices, but they are not

aware of how you program, how you design, you build things with the device.

So, you know, for me the iPad sometimes is the TV set of the 21st Century, you know.

Obviously at home I have an iPad and I use it for a TV, because

you're browsing the Web, you're

watching TV, you're maybe listening to music.

Yeah, you can create with the iPad with certain applications, but it's

not something's that kind of makes you want to program the device to do more.

And, and I think it's important, especially for kids to, for them to

understand that the world we live in, now especially if you look at

this room, this is a building that was made, designed by human beings, built

by human beings, every single bit was designed and built by a human being.

So clearly, if you know how to design and

build things, you can affect the world that's around you.

If you are not able to participate in this, in the world of creation

in the digital space, you're left out.

Somebody else is going to design your world.

At some point, you know, if there's no innovation, if there is no sort

of renovation, in a way, inside the marketplace, then one company

decides that that's the way you do a certain thing, and that becomes

the only answer to a certain question and nobody starts to debate that.

Or, you know in a way I think it's important to be masters of the technology.

[SOUND]

[MUSIC]

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