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Logiscool Coding Education
Digital Literacy for Kids and Teens
Logiscool offers coding and digital courses for ages 6-18

Logiscool is an international education franchise network, teaching 6-18 years old children coding and all other fields of digital literacy. They offer classroom-based and online courses, holiday camps and workshops in more than 20 different topics.

With the help of their self-developed education platform and gamified curriculum, all age-groups can find the best-fit programs for their learning-speed and knowledge level. In Logiscool learning is fun because their teaching method gives the feeling of success to children, and thus long-term boosts their motivation.

Age groups 
Middle school
High School
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.

Logiscool provides a detailed curriculum that uses a great, custom made programming environment. The projects are all "learn by doing", and tasks become more complex little by little. Logiscool offers features for learners to continue their programming and learn independently: Challenges, events, creating projects and engaging with the community. Although there isn't any formal assessment, the learners are rewarded with a certificate and positive feedback from trainers.
The courses support learning through creative tasks, but studying programming also includes plenty of repetition. The curriculum pays attention to the differences in the learners' levels by giving trainers tips on how to differentiate learning in class; to keep everyone on board. The lesson plans aim to maintain the learner's interest tvia discussion and splitting lessons into multiple small tasks and projects, that all teach something new. Quizzes help students to review what they've learned.
Logiscool courses are extracurricular activities, so it is possible to divide students into different skill-based groups. Lessons include differentiation too; advanced learners are encouraged to do bit more and explore further. The courses provide very predictable and progressive learning outcomes, with each activity clearly relating to a concept at hand. The programming environment is excellent; you can move from block programming to textual programming easily.
When learning happens in class, there is always a feeling of community and a chance to learn from others. However, most of the tasks are done individually. In My Logiscool, the learner has a lively virtual learning environment, where the community provides a chance for learners to share their own creations and give votes the projects they like. My Logiscool uses some gamification elements to keep the learners engaged with the community, such as trophies and leaderboards.

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

Logiscool offers a pedagogically well-designed curriculum for programming, with strong support for trainers to execute it in a solid way.
Logiscool programming environment scales to meet the skills of different learners, and transition from block programming to text is very well scaffolded.
My Logiscool engages the learners outside of the class and encourages sharing and contributing to the creative community.

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

Learn to analyse problems in computational terms
Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
Make appropriate use of data structures.
Be responsible, competent, confident and creative users of information and communication technology.
Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
Develop and apply their analytic, problem-solving, design, and computational thinking skills.
Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems.
Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices.
Understand simple Boolean logic and some of its uses in circuits and programming.
Understand several key algorithms that reflect computational thinking.
Understand how data of various types can be represented and manipulated digitally, in the form of binary digits.
Understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
Design and develop modular programs that use procedures or functions.
Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy.
Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
Recognise common uses of information technology beyond school.
Use logical reasoning to predict the behaviour of simple programs.
Create and debug simple programs.
Are responsible, competent, confident and creative users of information and communication technology.
Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability.
Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems.
Learn to evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
Understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers.
Use logical reasoning to compare the utility of alternative algorithms for the same problem.
Understand how to identify and report a range of concerns.
Develop their capability, creativity and knowledge in computer science, digital media and information technology.
Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.
Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
Achieve challenging goals, including collecting and analysing data and meeting the needs of known users.

Soft skills learning goals

Learning to find the joy of learning and new challenges
Using technology for interaction and collaboration
Practicing logical reasoning, algorithms and programming through making
Understanding and practicing safe and responsible uses of technology
Developing problem solving skills
Encouraging students to be innovative and express new ideas
Understanding technological system operations through making
Using technology resources for problem solving
Building common knowledge of technological solutions and their meaning in everyday life
Practicing keyboard skills and touch typing
Practicing to notice causal connections
Learning to combine information to find new innovations
Practicing persistent working
Learning to build information on top of previously learned
Learning to notice causal connections
Practising visual recognition
Learning to acquire, modify and produce information in different forms
Learning to face failures and disappointments
Understanding and interpreting of matrices and diagrams
Practicing categorization and classification
Practicing memorizing skills
Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
Connecting subjects learned at school to skills needed at working life
Creating requirements for creative thinking
Using technology as a part of explorative process
Practicing to improvise
Practicing creative thinking
Practicing to evaluate one's own learning
Practicing to set one's own learning goals
Using technology as a part of explorative and creative process
Learning to plan and organize work processes
Practicing to notice links between subjects learned
Encouraging the growth of positive self-image
Encouraging to build new information and visions
Learning decision-making, influencing and accountability
Practicing communication through different channels
Practicing decision making
Practicing logical reasoning to understand and interpret information in different forms
Using technological resources for finding and applying information
Practicing to use imagination and to be innovative
Practicing to use imagination and to be innovative
Practicing to use arts as a way to express
Practicing to look things from different perspectives
Practicing to plan and execute studies, make observations and measurements
Practicing strategic thinking

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