Ben Garside

Ben Garside

Ben is a Learning Manager for the Raspberry Pi Foundation making teaching resources for educators. When he's not spending time tinkering with his Raspberry Pi, he likes spending time with his family


  • Hi Peter, hopefully this course will teach you the fundamental principles behind AI and ML and give you ideas for how it could be applied in your field. Would love to hear your thoughts on this as the course progresses. Good luck.

  • Hi Dhinesh, welcome to the course. I hope that you enjoy it and I look forward to reading your comments, thoughts and contributions.

  • If all it could do was the answer questions, would that make it general? What would be the difference between that and what a home automation system such as Amazon's Alexa can currently do?

  • We had a debate about this. What do you think makes Face ID artificial intelligence? Does training it to recognise a set of pixels that makes up your individual face and only your face, make it AI?

  • I agree with your points. It's essential to govern the use of data to avoid misuse. To answer your last question. Imagine is Deepmind had free access to literally every medical record for every human on the planet. What results do you think it would find? Could an outcome be that we work out how to cure currently incurable diseases?

    If we need consent...

  • Yes to your first question. Remember that we're not telling it what to look for and therefore we're using this method to help it identify patterns in the data that would be difficult for us to do ourselves, for example trying to find out causes or early warning symptoms of certain types of cancer.

    Again, the bias comes down to the training data as well as...

  • Welcome Allan. I hope that you enjoy the course.

  • Welcome Deidre. Glad to have you with us. I hope that you enjoy the course.

  • You make really good points. In theory we are at a stage of development of these systems where they could make predictions about which people in society might commit a crime, but nowhere near accurately enough, and hopefully everyone would agree that this would be a bad use of this technology. It highlights the need for governance on the use of AI.


  • You're exactly right Martin. It highlights the need for a larger data set to train the. system.

  • In theory, it would improve the prediction as those node simply wouldn't be used very often if at all, but significantly, only if the data sets being using to train the neural network are sufficient enough to avoid bias.

    Great question.

  • That's really interesting that you thought that this could be a deepfake! I wish we'd thought of that when writing the course to be honest! Victoria is however a real person you'll be glad to know.

  • Ugh, that's frightening! But, on the other hand, it highlights the need to make sure that the application of AI is regulated.

    I like that you looked up the definition of intelligence. I think it's helpful to think of it that way and relate it to the tasks that computers can achieve. For example, we know we are intelligent beings and we can order a random...

  • This is a really well thought out resource, thank you for sharing. I particularly liked the context of using Pokemon cards.

    How long would it take you to cover the concepts on the slide deck? Would there be any practical activities to go with the slide deck?

  • I completely agree. It's certainly not easy to get right, but I think what's important is to not just use the fancy tools like ML for Kids or Teachable Machine, but as you say, make sure the students understand the problem, that is being solved and what other problems could be solved using the same model.

  • I'm really pleased that you enjoyed the course! I hope that you're able to apply some of the concepts in your classroom as you suggested on other steps!

    Thank you for your contributions throughout the steps as well!

  • That would be really good! Let us know how you get along with that

  • Welcome Toluwanimu, good to have you with us on the course. I hope that you enjoy it.

  • Personalised advertising is a great example :)

  • There are lots of things that a Tesla can do that counts as AI, but I have a couple of questions.

    1 - What parts of what it can do count as AI?
    2 - Do you think any of them fall under the category of the AI effect? i.e it is AI but it's not regularly thought of as such as it's almost expected that it performs the task anyway.

  • Really pleased that you enjoyed it Martin. Looking forward to seeing how you get along with week 2.

  • That's absolutely right Neil. To us, the negative number means it rotates in the opposite direction, but unless told that explicitly (which it's not in this case) it just sees it as a number/value that has significance.

  • Yes, I think this is a good example of something that will be AI but not considered the forefront of technological development. That said, I agree with you, from my experience of Twitter, I think their AI has a long way to go with their social profiling of me.

  • Tell us more. Do you mean in terms of trying to predict trends?

  • Hi Martin. I'm pleased that you followed your impulse and decided to sign up. I really hope that you enjoy the course!

  • This is a really good example of a data visualisation, if not slightly terrifying! Thanks for sharing :)

  • Nice to meet you and glad you could join us on the course. Really pleased to hear that you're hoping to do some AI and ML teaching over the summer term. I hope that this course gives you plenty of knowledge and ideas to help you with that. Good luck!

  • Can you think of any examples of where you may have experienced any systems that have may have used classification to train the model?

  • Good example. How do you think can you identify how each of the disciplines above play a role in that system (i.e Data Science, Machine Learning, Computer Science)?

  • And I think that's where we are with AI at the moment. Specialist systems outperform more generalised AI.

  • Hi Rebecca. Great to have you with us on the course! It'd be great to read your reflections during this course and let us know if you can think of how you could bring any of this into the classroom

  • Welcome to the course everyone!! My name is Ben and I will be facilitating this course alongside Andy.

    We will be around from the 4th of April till the 29th of April (2022) to answer questions, offer help and guidance and join in on discussions.

    This is such an exciting and developing area of computing and I am really excited to see how you all get on...

  • I see how you have fit PRIMM into testing which is really interesting. The words do fit, but the formal PRIMM approach is the teacher planning carefully what you want the students to learn.

    It's great to hear that you are considering different approaches to meet the varying needs of learners in your class. However, I wouldn't overlook the benefit to all...

  • Great to have you with us Nyuk. With so much experience, please do share your experiences and expertise in the comments section. I sure your fellow course participants will enjoy reading about them.

  • Sounds like you're doing great Megan! :)

  • I agree that you would need to be comfortable that you have a good idea on how to solve it but try not to be afraid to code along with the class and get them to all contribute to helping and tell task them with trying to spot your errors. In my experience it's absolutely fine to make mistakes and it's good for them to see that mistakes and errors in coding is...

  • That could work, but I would personally worry that there might be less team work if they start seeing their individual code sections being assessed differently rather than the end product. I could be wrong though

  • Scratch does allow you to add comments by right clicking on the code window. That said, you could try labelling with a subroutine block heading and then the students need to click the blocks into the subroutine to make it work?

  • Hi Afsheen, we have an online course with that title, but we have two Teach Computing Curriculum units called "Computer Systems", one at KS3 and one at KS4. I would recommend them :)

  • Welcome Afsheen. Great to have you with us on the course. I hope that you enjoy it

  • I absolutely agree Ankita :)

  • Have you looked at any of the Teach Computing Curriculum resources? There's quite a few programming lessons that use PRIMM that you might find helpful as a guide.

  • I'd love to see your code Megan and help you out with step 7. Is there any other way in which you could share your code? trinket?

  • I think you're right. When you plan to teach a concept, try and think of two scenarios you could use to do it. One of them to teach, one to set as a task perhaps?

    Also, with the right classes/students, you might want to allow them to come up with ideas. That way they have more of a sense of ownership and hopefully achievement over the final program they...

  • We often find that course participants will feel that some of the things that they read on this course, they have been doing already in the classroom. I hope there are elements of this course that give you confidence that you were doing it right already and that there are some news things to try out as well :)

  • Welcome Megan, nice to meet you. I'm really pleased that you've been given time to complete this course! I hope that you enjoy it and I'm looking forward to finding out how you get on with the materials.

  • Hi everyone and welcome to the course. I'm Ben and I'm a Learning Manager at the Raspberry Pi Foundation. I will be facilitating this course over the next few weeks. I will be around to answer questions and offer feedback from today (the 7th March) until 1st April.

    I've been part of the team that developed the Teach Computing Curriculum here in England and...

  • Welcome everyone! I'm Ben and I'll be facilitating this course from today (7th March) until 1st April.

    I think programming pedagogy is such an exciting area of development in Computer Science education. I hope that this course gives you new ideas and tools to use the in the classroom, or even that it gives you confidence that you were doing a lot of things...

  • Absolutely Helen, we've really enjoyed how you have related the content to the curriculum. Mac has been sharing some of your comments with the team we've enjoyed reading and think about them.

  • This is a lovely resource John, and I really like the scenario you've given. Something that students of that age will be able to grasp nicely.

  • That's great news John. Thank you for taking part in the course.

  • I agree and I think it's essential that we teach young people the skills to be able to verify sources and disseminate the information they read. Whether generated by AI and ML or by humans, bias is a factor that needs to be considered.

  • Great! Glad that you enjoyed it Mary and thank you for taking part.

  • Thank you for sharing Mary. I wasn't able to access your resources as I didn't have permission. Let us know if you are able to change that as we'd love to see them :)

  • @DavidWise I think in all situations there needs to be strong justification for the decisions that are being made regardless of whether or not the machine is making it

  • @YukoNamba There is research that says that strong passwords are more effective than regular changes, but it does depend on the circumstances.

  • I'm genuinely really very happy to hear that you enjoyed it and found it useful Rachel. I hope it's tempted you to take another one of our courses in the near future!

    Thank you for you contributions to the course as well, I've enjoyed reading them and I'm sure others on the course have too.

  • "I wonder if in the future you may have AIs acting as gatekeepers to medical services, just as in the UK GPs act as gate keepers to tertiary care." - I've not heard anyone consider this before, and I think it's a very interesting idea.

  • That's very true, but arguably the machine is in possession of all the facts where as an unqualified member of staff isn't.

    I think you're right in that when a human is making a decision, what the AI has produced is part of their tool set in supporting the decision, not making it for them.

  • I agree with all of the above. On the last point, it's been an interesting week as it's been recommended that for driverless cars that it is the car manufacturer who should be responsible for any accident and not the driver.

    Where would you stand on this being the case for doctors?

  • It's a great point. There will need to be a way of verifying images to avoid fake news. But does public opinion wait for facts? Once deepfake images are out there, there's a danger that they will sway public opinion before the verification process.

    Do you think there should be any legalities around this?

  • You're absolutely right Paul. In some cases such as predictive text it will feed back into the previous layer, but there are instances where the output will feed back into the same node.

    You're understanding is correct and we had the same thought when we were designing the illustration. It looks a bit too messy to try and covey both of those situations :)

  • I love how you are thinking about how you can embed this concept into online safety and into KS2. I absolutely agree.

    Obviously the concept of a neural network is quite a complex one, particularly for younger learners. I'm really interested to lean on your expertise in this area and find out how you decompose the concepts and what parts of it would you...

  • Yes David, that's exactly right :)

  • This is great! Thanks for sharing Tavis. I'm certainly going to give this a go. Does it teach you about machine learning whilst you play?

  • Yes, good spot! Thank you Raymond, we'll get this changed

  • Glad that you enjoyed it Emanuel. I hope that you also enjoy week 2.

  • Really pleased that you enjoyed it Yuko. Hope to see you on another one of our courses soon.

  • Do you think clicking on a phishing link can always be described as careless? How do you think you could reduce the chance of staff members clicking on such links?

  • Yuko, what exactly is an online school? Your setup sounds quite unique. What do you feel about having to change your password every three months?

  • The vast majority of schools in the UK, ban the use of mobile phones in schools for the reasons you mentioned. I'm sure it'll happen in France one day too.

  • The problem I think there is with questions such as memorable place, it only takes for one of the websites that you used this memorable place to be compromised for that to damage the security of everywhere that has used the question.

    I heard one good bit of advice about this where you can use a password manager to generate a random set of characters to...

  • If someone told you 2FA was too time consuming for them to use it, how would you respond?

  • I think this is all sound advice. I think it's pretty unlikely for you or your students to be the target of a DDoS attack, but it's more likely for a company who has your details, for example a bank or a online store to to be the target.

  • Great! I hope that you enjoy week 3

  • Let me know if you want me to explain anything in a different way. I'm here to help. Glad you're enjoying the course.

  • Do you use Office 365 or Google Apps for Education? If so, you can still do this, but without making them public facing.

  • I completely agree. I was donated a 2011 iMac. The specs are great, you'd still pay a lot of money for them in 2022, but it's. obsolete as it won't get the latest OS and as a result isn't supported anymore and won't get security updates. Very sad.