Research supported by @margaridaromero [email protected] Professeure en technologie éducative Faculté des Sciences de l’Éducation Université Laval Feat. Vibot the robot and Scratch
Research supported by
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
Src
: C
ult
OfM
ac
.co
m
Src
: L
ad
ies
lea
rnin
gc
od
e.c
om
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
Src
: L
ad
ies
lea
rnin
gc
od
e.c
om
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
Professeure en technologie éducativeFaculté des Sciences de l’Éducation
Université Laval
Thank you for
your attention All feedback is
welcome