Hetao Education

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Hetao  Education

Hetao Education

Beijing Smart Walnut Learning Technology Co., Ltd.

Hetao aims to provide scratch-based online programming courses for teenagers aged 6-12 around the world. It offers a hierarchical learning system to help children exercise programming skills. Hetao contains instructional videos, personal tutoring, creative programming assignments, and the whole learning experience is framed with an overarching animation story.

Age groups 
Middle school
High School
Desktop Windows
Desktop Mac
Offline play 
Internet required
Educational Quality
Learning Goals

The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.

The solution includes lots of interactives with excellent quality. The solution rewards user after progression nicely and encourages to explore further.
The solution has fixed learning goals that are structured in a meaningful way to direct the learner to incrementally move towards more challenging concepts. The solution tells the users what they have learned by recapping the fundamental concepts of the section.
Learning outcomes have a fixed effect on progress, which ensures that all learning goals are being covered along with the student's progression. The solution also promotes some free exploration with its open "sandbox" mode.
Progress depends only on the user's own actions and there is no obligatory collaboration. This is good because then the solution works well in-home use where the learner works alone.

The following are the high educational quality aspects in this product.

Combination of story and programming exercises is very fascinating and innovative.
Tutorial videos are of high-quality, well planned and produced.
The way how the product increases its challenge level is almost perfect.

The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.

Subject based learning goals

Create programs that include sequences, events, loops, and conditionals.
Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
Create programs that use variables to store and modify data.
Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
Create and debug simple programs.
Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.
Use logical reasoning to predict the behaviour of simple programs.
Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
Are responsible, competent, confident and creative users of information and communication technology.
Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
Make appropriate use of data structures.
Design and develop modular programs that use procedures or functions.
Understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems.
Develop and apply their analytic, problem-solving, design, and computational thinking skills.
Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
Develop programs with sequences and simple loops, to express ideas or address a problem.
Model the way programs store and manipulate data by using numbers or other symbols to represent information.
Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks.
Using correct terminology, describe steps taken and choices made during the iterative process of program development.
Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.
Create artifacts by using procedures within a program, combinations of data and procedures, or independent but interrelated programs.
Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects.
Use lists to simplify solutions, generalizing computational problems instead of repeatedly using simple variables.
Create procedures with parameters to organize code and make it easier to reuse.
Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
Use flowcharts and/or pseudocode to address complex problems as algorithms.
Document programs in order to make them easier to follow, test, and debug.
Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
Construct solutions to problems using student-created components, such as procedures, modules and/or objects.
Illustrate the flow of execution of a recursive algorithm.
Compare and contrast fundamental data structures and their uses.
Use and adapt classic algorithms to solve computational problems.

Soft skills learning goals

Learning to notice causal connections
Practicing to use imagination and to be innovative
Practicing memorizing skills
Practicing to notice causal connections
Learning to build information on top of previously learned
Encouraging to build new information and visions
Building common knowledge of technological solutions and their meaning in everyday life
Understanding technological system operations through making
Using technology as a part of explorative and creative process
Practicing logical reasoning, algorithms and programming through making
Using technology as a part of explorative process
Developing problem solving skills
Practicing strategic thinking
Learning to find the joy of learning and new challenges
Creating requirements for creative thinking
Encouraging students to be innovative and express new ideas
Using technology resources for problem solving
Practicing keyboard skills and touch typing
Practicing logical reasoning to understand and interpret information in different forms
Practicing persistent working
Practicing letters, alphabets and written language
Practicing categorization and classification

The Finnish Educational Quality Certificate

Our Quality Evaluation Method is an academically sound approach to evaluating a product’s pedagogical design from the viewpoint of educational psychology.

The method has been developed with university researchers and all evaluators are carefully selected Finnish teachers with a master's degree in education.

More about the evaluation