Scratch. Romero. Intergenerational game creation with Scratch

Research supported by

@margaridaromeromargarida.romero@fse.ulaval.ca

Professeure en technologie éducativeFaculté des Sciences de l’Éducation

Université Laval

Feat. Vibot the robot

and Scratch

@margaridaromero

Should kids use technologies ?

@margaridaromero

Learners as ICT consumers

(Interactive ICT usage)

Learners as ICT co-creators

(Participatory Knowledge Co-Creation)

Intergenerational creative programming

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Is not about the technology (nor its intentions) but about its actual pedagogical use.

@margaridaromero

5 levels of learning to code activities (Romero et al. 2016)

Creativeprogrammingactivities

○ Critical thinking

○ Collaboration

○ Creativity

○ Problem solving

○ Computational

thinking

Romero (2016). Design : Dumont

@margaridaromero

Learners as ICT co-creators(Participatory Knowledge Co-Creation)

Intergenerational creative programming

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Intergenerational creative programming engage

participants from different generations and backgrounds together

in the process of designing and developing an original work through

coding.

@margaridaromero

Orchestrating intergenerational creative programming workshops (I)

Senior participants (50+) Acting as Narrative directors,

sharing a life experience related to the Social Sciences

curriculum.

Younger learnersacting as Multimedia directors, creating a digital life narrative (Open Educational Resource)

Intergenerational learning through play (Davis, Larkin, & Graves, 2002) and digital creation. Participatory design of digital games (Blat et al., 2012; Vanden Abeele & Van Rompaey, 2006) with Scracth.

Digital creativity; Social participation;

Heritage preservation

Learning by real life stories; Learning by

creating OER

@margaridaromero

Orchestrating intergenerational creative programming workshops (II)

#Vibot the robot, an intergenerational book about programming and

educational robotics. Available in French and English (paper and online).

@margaridaromero

Orchestrating intergenerational creative programming workshops (II)

#Vibot studio on #Scratch

@margaridaromero

References and ressources #CoCreaTIC

https://margaridaromero.wordpress.com/

Romero, M., Davidson, A-L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to code: from procedural puzzle-based games to creative programming. CIDUI.Romero, M., & Ouellet, H. (2016, July). Scaffolding Digital Game Design Activities Grouping Older Adults, Younger Adults and Teens. In International Conference on Human Aspects of IT for the Aged Population (pp. 74-81). Springer International Publishing.Romero, M. (2016). De l’apprentissage procédural de la programmation à l’intégration interdisciplinaire de la programmation créative. Formation et profession, 24(1), 87-89. http://dx.doi.org/10.18162/fp.2016.a92Romero, M., Laferriere, T., & Power, T. M. (2016). The Move is On! From the Passive Multimedia Learner to the Engaged Co-creator. eLearn, 2016(3), 1.Romero, M., & Loufane. (2016). ViBot, le robot. Québec, QC: Publications du Québec.Romero, M., & Vallerand, V. (2016). Guide d’activités technocréatives pour les enfants du 21e siècle (Vol. 1). Québec, QC: Createspace.

Research supported by

@margaridaromeromargarida.romero@fse.ulaval.ca

Professeure en technologie éducativeFaculté des Sciences de l’Éducation

Université Laval

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your attention All feedback is

welcome