Category: Information

Python Programming for Beginners – BHE 2526 Sem I

Explore Programming with the Slider Game

  1. Learn basic Python via Slider game
  2. Installation of Computer visual code (cvs) for advance application in image and data processing

Today students from BHE 25/26 I participated in a hands-on programming training session designed to make learning Python both engaging and intuitive. The session ran from 8:30 AM to 12:45 PM and combined game-based learning with practical tool setup for future advanced applications.

The training introduced students to core programming concepts through an interactive Slider Game, followed by the installation of Visual Studio Code (VS Code) to prepare them for more advanced work in image and data processing.

Session 1: Learning Python Basics Through the Slider Game

Time: 8:30 AM – 12:30 PM

Instead of starting with abstract syntax and long code examples, students learned Python fundamentals by building and modifying a simple Slider Game. This approach allowed concepts to emerge naturally through interaction and experimentation.

Through guided activities, students progressively explored:

      1. Variables – storing and updating player positions, scores, and timers

      2. Mathematical operations – controlling movement speed, scoring, and boundaries

      3. Control structures (loops & conditionals) – managing enemy movement, collisions, and game flow

      4. Event handling – responding to keyboard inputs for real-time player control

      5. Data structures – using lists to manage multiple enemies and game objects

      6. Functions – organizing code for clarity and reusability

      7. Debugging and logical thinking – testing, observing outcomes, and refining logic

By the end of the session, students were not just reading code—they were seeing their code come alive on the screen.

Learning by Seeing and Doing: Digital & Physical Embodiment

A key strength of the Slider Game approach is embodied learning. As students interacted with the game—moving the player, triggering collisions, or adjusting timing—they could immediately visualize the effect of each programming concept.

This form of digital embodiment supports deeper understanding:

      1. Students test hypotheses by changing values and logic

      2. Immediate visual feedback reinforces correct reasoning

      3. Errors become learning opportunities rather than frustrations

By observing how their code directly influences game behavior, students developed stronger intuition about how programming logic works in real systems.

Session 2: Preparing for Advanced Applications

Time: 12:30 PM – 12:45 PM

In the final segment, students were guided through the installation and setup of Visual Studio Code (VS Code)—a widely used development environment for professional and academic programming. This is as part of their preparation for their upcoming flying professor’s class in March 2026.

This step prepares students for:

      1. Advanced Python development

      2. Image processing and computer vision

      3. Data analysis and visualization

      4. Future projects involving AI and intelligent systems

Introducing VS Code early helps students transition smoothly from learning concepts to building more complex, real-world applications.

 

Looking Ahead

This training demonstrated that game-based and embodied learning can significantly enhance how students grasp programming fundamentals. By combining interaction, visualization, and hands-on practice, students build confidence, curiosity, and problem-solving skills—key foundations for future work in computing and engineering.

Moving forward, similar sessions will continue to explore how interactive digital environments and intelligent scaffolding can further support meaningful learning in programming education.

Further UMPSA STEM Lab work on Slider Game and Digital Embodiment can be accessed here.

 

PIE 7 – Day 8 – A Wrap-up – A Journey of Inspiration: Reflections from Cardiff, Wales

Its a wrap.

I had the opportunity to participate in an academic mobility and engagement programme at Cardiff Metropolitan University, Wales. Throughout the visit, I found myself deeply inspired—not only by the people and institutions I encountered, but also by the broader horizon of what academia can and should be in a global context.

I departed from Kuala Lumpur on 16 January, arriving in the UK ready for what turned out to be a truly fulfilling intellectual journey. The early part of the visit allowed us to immerse ourselves in the historical and cultural narrative of Cardiff and Wales, including visits to Cardiff Castle and the military museum. This grounding in history offered valuable context—reminding us that education, innovation, and institutions are deeply shaped by place, time, and collective memory.

Engaging with Leadership and Institutional Parallels

On 19 January, the programme formally began with meetings at Cardiff Met. I had the privilege of engaging with Prof. Platts, Dean of the Cardiff School of Technologies, alongside senior academic leaders including the Deputy Vice-Chancellor (Academic). Our discussions revealed striking similarities between the UK and Malaysian higher education systems, particularly in areas such as professorial pathways, academic chairs, and institutional governance.

More importantly, these conversations opened doors for potential collaborations between our institutions—ranging from joint research to postgraduate programmes, including Dual PhD initiatives. The openness and clarity in academic structures at Cardiff Met provided valuable insights for benchmarking and future planning at UMPSA.

A Lesson from a Giant in HCI

One of the most memorable moments of the visit occurred on 20 January, when I attended a talk by Prof. Alan Dix, a globally respected figure in Human–Computer Interaction (HCI). Beyond his academic stature, what left a deep impression was his intellectual humility and clarity of purpose.

I managed to pose two questions during the session. When asked what excites him most when evaluating a research proposal or publication—whether a well-planned methodology or a groundbreaking idea—his response was refreshingly simple:

“Research that expands knowledge.”

He emphasized that meaningful research transcends external pressures such as the UK REF or, in our Malaysian context, MyRA. While metrics and frameworks are unavoidable, true academic contribution lies in advancing understanding. His words resonated deeply with me. In an era where shortcuts exist, Prof. Dix reminded us that consistency, depth of understanding, and time are what ultimately shape research quality—and that such quality naturally endures.

Showcasing UMPSA STEM Lab: A Decade of Impact

On 21 January, I had the opportunity to present the initiatives of UMPSA STEM Lab to members of the PIE-WiSE programme. This year marks the 10th anniversary of the lab—a decade dedicated to STEM outreach and engineering education.

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At the heart of our work lies a simple yet powerful question:
How do we simplify complex concepts just enough for students to grasp them—and become curious enough to explore further?

Our programmes focus on digital making skillsets, including programming, physical computing, 3D modelling, and digital manufacturing. Over the years, we have evolved from robotics, to picosatellites, and now AI-driven initiatives. What motivates us is not merely keeping pace with technology, but ensuring that students are empowered, not overwhelmed, by it. The exchange of ideas during this session reaffirmed the importance of continuously updating our programmes while staying grounded in pedagogy.

Learning Beyond Cardiff: Aberystwyth and Policy Perspectives

The journey continued on 22 January with a visit to Aberystwyth University, where we met Dr. Patricia Shaw and her team from the Intelligent Robotics Research Group. Their sophisticated laboratories and research in IoT, space engineering, and robotics were truly inspiring. The visit highlighted how strong infrastructure, clear research focus, and collaborative culture can elevate innovation.

Women, Voice, and Global Change: Reflections from the Welsh Museum

During our visit to the Welsh Museum, one exhibit left a particularly caught impression on me—the story of how Wales played a quiet yet powerful role in shaping the foundations of the United Nations and UNESCO through the collective voice of women.

The exhibit tells the story of Welsh women who, long before global institutions formally existed, mobilised at the grassroots level to advocate for peace and international cooperation. At a time when women’s political participation was still severely limited, these women gathered signatures, resolutions, and votes expressing a shared desire for a world governed by dialogue rather than conflict. Their collective voice was sent across the Atlantic to the United States, where it contributed to the growing momentum that eventually shaped the principles behind the United Nations and, later, UNESCO.

What struck me most was not merely the outcome, but the process—ordinary women recognising that their voices mattered on a global stage, even when formal power structures did not yet fully recognise them. Their action was an early demonstration of how civic engagement, moral conviction, and persistence can transcend borders and influence international policy.

Years later, the symbolic return of these original votes to Wales served as a powerful reminder: history remembers those who act with purpose, even if recognition comes much later. The return of the votes was not just a gesture of remembrance, but an acknowledgment of the foundational role women played in advocating for peace, education, and cultural understanding.

Standing before this exhibit, I was reminded that the struggle for voice—especially for women—has always been intertwined with the pursuit of knowledge, equity, and progress. The legacy of these Welsh women resonates strongly today, particularly in discussions about women in leadership, education, science, and technology. Their story reinforces the idea that meaningful change does not always begin in boardrooms or parliaments; sometimes, it begins with individuals who believe deeply in the value of collective action.

In many ways, this historical narrative mirrors our present efforts in advancing women’s participation in STEM, AI, and global academic collaboration. Just as those women once sent their voices across oceans, today we build bridges across institutions and countries—ensuring that women continue to shape the future of education, technology, and society.

Welsh Parliament

On 23 January, we visited Senedd Cymru—the Welsh Parliament at Cardiff Bay. This experience offered a valuable policy and governance perspective on academia. Understanding how education, research, and innovation intersect with political decision-making added another layer to my appreciation of the academic ecosystem—one that extends well beyond laboratories and lecture halls.

Inspiration, Exchange, and Gratitude

Looking back, this visit was more than a programme—it was a transformative engagement. It reaffirmed my belief that academia thrives when we remain open: open to learning, to collaboration, and to being inspired by others.

I am deeply grateful to Prof. Dr. Esyin Chew for her outstanding leadership and vision in making this initiative possible. The PIE-WiSE programme has provided not just a platform for collaboration, but a space for meaningful intellectual exchange between Malaysia and the UK.

As I return home, I carry with me renewed motivation—to inspire, and to be inspired. I look forward to the next chapter of this journey and to future PIE programmes that continue to bridge ideas, institutions, and people across borders.

nurul hazlina

Jan 25th

 

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