This is such a great excercise for teaching the separation of structure and presentation—I could imagine using something like this at Codebar.
This is such excellent advice for anyone starting out in front-end development:
- Get comfortable with the naked internet (sorry, not THAT naked internet)
- Build yourself some nice little one-column websites
- Learn about layout
- Make it work on phones
- Make it dynamic
(I would just love it if Meagan were posting this on her own incredibly beautiful website rather than on Ev’s blog.)
CSS Grid is easy to use but difficult to learn. It’s a more intuitive paradigm than any other CSS layout technique, but it’s completely different from its predecessors.
Some great advice here on how to approach CSS grid:
- Use names, not numbers
- Use fr as your flexible unit
- Don’t use a grid system
Here’s a thorough blow-by-blow account of the workshop I ran in Nottingham last week:
Jeremy’s workshop was a fascinating insight into resilience and how to approach a web project with ubiquity and consistency in mind from both a design and development point of view.
I saw Daniel give a talk at Async where he compared linguistic rules with code style:
We find the prescriptive rules hard to follow, irrespective of how complex they are, because they are invented, arbitrary, and often go against our intuition. The descriptive rules, on the other hand, are easy to follow because they are instinctive. We learned to follow them as children by listening to, analysing and mimicking speech, armed with an inbuilt concept of the basic building blocks of grammar. We follow them subconsciously, often without even knowing the rules exists.
Thus began some thorough research into trying to uncover a universal grammar for readable code:
I am excited by the possibility of discovering descriptive readability rules, and last autumn I started an online experiment to try and find some. My experiment on howreadable.com compared various coding patterns against each other in an attempt to objectively measure their readability. I haven’t found any strong candidates for prescriptive rules so far, but the results are promising and suggest a potential way forward.
I highly recommend reading through this and watching the video of the Async talk (and conference organisers; get Daniel on your line-up!).
Westley came along to my workshop at New Adventures …and liked it! (phew!)
I have long been a proponent of progressive enhancement on the web, perhaps before I knew the true value of it to the people that use the things we build for the web, but Jeremy has always been able to expand my understanding of its importance in the wider scope of things, how it inherently builds resilience into your products, and how it makes it more widely available to people across the world, in vastly different scenarios. The workshop itself was fluid enough to cater to the topics that the attendees were interested in; from over-arching philosophy to technical detail around service workers and new APIs. It has helped me to understand that learning in this kind of environment doesn’t have to be rigorously structured, and can be shaped as the day progresses.
Read on to discover how I incorporated time travel into the day’s activities.
One facet of this whole CSS debate involves one side saying, “Just learn CSS” and the other side responding, “That’s what I’ve been trying to do!”
I think it’s high time we the teachers of CSS start discussing how exactly we can teach a correct mental model. How do we, in specific and practical ways, help developers get past this point of frustration. Because we have not figured out how to properly teach a mental model of CSS.
Cassie and I went to a great Async talk last night all about code readability, which was well-timed because it’s been on our minds all week. Cassie explains more in this post.
‘It’s a caring environment’: how codebar is building a diverse tech community | New faces of tech | The Guardian
A profile of Codebar Brighton, with words of wisdom from Alice and Cassie.
A very thoughtful post from Stuart, ostensibly about “view source”, but really about empowerment, choice, and respect.
I like that the web is made up of separate bits that you can see if you want to. You can understand how it works by piecing together the parts. It’s not meant to be a sealed unit, an appliance which does what the owner wants it to and restricts everything else. That’s what apps do. The web’s better than that.
Here’s a treasure trove of eighties nerd nostalgia:
In the 1980s, the BBC explored the world of computing in The Computer Literacy Project. They commissioned a home computer (the BBC Micro) and taught viewers how to program.
The Computer Literacy Project chronicled a decade of information technology and was a milestone in the history of computing in Britain, helping to inspire a generation of coders.
If you’re thinking of writing something that explains a weird thing you struggled with on the Internet, do it! Don’t worry about the views and likes and Internet hugs. If you’ve struggled with figuring out this thing then be sure to jot it down, even if it’s unedited and it uses too many commas and you don’t like the tone of it.
If only all documentation was as great as this old manual for the ZX Spectrum that Remy uncovered:
The manual is an instruction book on how to program the Spectrum. It’s a full book, with detailed directions and information on how the machine works, how the programming language works, includes human readable sentences explaining logic and even goes so far as touching on what hex values perform which assembly functions.
When we talk about things being “inspiring”, it’s rarely in regards to computer manuals. But, damn, if this isn’t inspiring!
This book stirs a passion inside of me that tells me that I can make something new from an existing thing. It reminds me of the 80s Lego boxes: unlike today’s Lego, the back of a Lego box would include pictures of creations that you could make with your Lego set. It didn’t include any instructions to do so, but it always made me think to myself: “I can make something more with these bricks”.
I continue to write stuff down on my little corner of the Web (does it have corners?) and I encourage you to do the same, as all these little bits of flotsam and jetsam become something a lot lot bigger.
It is common to refer to universally popular social media sites like Facebook, Instagram, Snapchat, and Pinterest as “walled gardens.” But they are not gardens; they are walled industrial sites, within which users, for no financial compensation, produce data which the owners of the factories sift and then sell. Some of these factories (Twitter, Tumblr, and more recently Instagram) have transparent walls, by which I mean that you need an account to post anything but can view what has been posted on the open Web; others (Facebook, Snapchat) keep their walls mostly or wholly opaque. But they all exercise the same disciplinary control over those who create or share content on their domain.
Professor Alan Jacobs makes the case for the indie web:
We need to revivify the open Web and teach others—especially those who have never known the open Web—to learn to live extramurally: outside the walls.
What do I mean by “the open Web”? I mean the World Wide Web as created by Tim Berners-Lee and extended by later coders. The open Web is effectively a set of protocols that allows the creating, sharing, and experiencing of text, sounds, and images on any computer that is connected to the Internet and has installed on it a browser that can interpret information encoded in conformity with these protocols.
This resonated strongly with me:
To teach children how to own their own domains and make their own websites might seem a small thing. In many cases it will be a small thing. Yet it serves as a reminder that the online world does not merely exist, but is built, and built to meet the desires of certain very powerful people—but could be built differently.
James shares his experience of teaching a class of 9 and 10 year old children how to code, and offers some advice:
- Don’t dumb it down
- Use real-world examples
- Make it hands on
- Set clear expectations
- Award certificates and/or stickers
As members of the web community we have a responsibility to share what we have learned. I can’t think of a better way of doing that then helping kids get started.
The latest explainer/game from Nicky Case is an absolutely brilliant interactive piece on small world networks.
I really enjoyed chatting with Mark and Ben on the Relative Paths podcast. We talked about service workers and Going Offline, but we also had a good musical discussion.