20170126 #bett2017 @margaridaromero From computing to computational thinking: Encouraging creative...

Research supported by

and Vibot the robot

From computing to computational thinking: Encouraging creative approaches to problem-solving across the curriculum

Feat. Scratch

@margaridaromero

#CoCreaTIC #5c21Techno-creative activities for the 21st century competencies

#VibotA story for the 7 to 107 years oldon robotics and programming

#Vibot #5c21

#CoCreaTIC

https://goo.gl/lLk1FL



[email protected] Associate professor of Educational Technology

Université Laval

[email protected] Professor at ESPE NiceUniversité Nice Sophia AntipolisLaboratoire d’Innovation et Numérique pour l’Éducation (LINE)

#CoCreaTIC #5c21Techno-creative activities

for the 21st century competencies

#VibotA story for the 7 to 107 years old

on robotics and programming

mailto:[email protected]





Should kids use technologies ?

? @margaridaromero

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Citizens as ICT consumers(Interactive ICT usage)

=» Limits: Representativity,

Obsolescence

Citizens as ICT co-creators(Participatory Knowledge

Co-Creation)

Collaborative problem-solving techno-creativity

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

@margaridaromero


@margaridaromero

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Passive-participatory model (Romero, Laferrière, & Power, 2016) based on Chi (2009).Romero, M., Davidson, A-L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to code: from procedural puzzle-based games to creative programming. CIDUI.

#CoCreaTIC


#CoCreaTIC mission: Foster techno-cocreative problem-solving and humanistic values through community-based challenges engaging intergenerational participants.

#5c21 values and attitudes

#Vibot the robot, an intergenerational book about programming and educational

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

#5c21 guide including 15 ideas of co-creative activities for the 21st

century kids: from unplugged computing to

Minecraft.

#5c21 : 5 key competencies for the 21st century citizenship

#5c21 assessment tool: www.cocreatic.net

Studio #Vibot on Scratch

Community-based challenges: #smartcitymaker #fabville /

#r2t2

w/ A. LepageDesign by Leslie Dumont

w/ V. Vallerand

w/ R. Kamga; B. Lille; JN Proulx

Illustrated by Loufane

w/ A. Roy

#CoCreaTIC

Invited research: S. Netto

Lead by M. Romero

Related projects: Silver Gaming @ACT, IMAGINE (w. G. Cucinelli, A-L. Davidson)

http://www.slideshare.net/margarida.romero/scratchmit2016-ignite-talk-on-intergenerational-creative-game-creation?qid=2f56c5c8-d10f-4303-be68-5338ff9e1aff&v=&b=&from_search=12


http://www.cocreatic.net


15 cocreative activities

@margaridaromero

http://www.slideshare.net/margarida.romero/romero-vallerand-2016-cocreative-activities-for-the-21st-century-kidsr02



#Vibot the robot, an intergenerational book about programming and educational robotics. Available in French and English (paper and online).

Creative programming with Scratch and #Vibot the robot

https://scratch.mit.edu/ Studio #Scratch de #Vibot: https://scratch.mit.edu/studios/1999251/

https://scratch.mit.edu/studios/1999251/

@margaridaromero

In Vibot the robot, granny ADA is the most tech-savvy member of the family !

Code VS Programming

@margaridaromero

Code literacy

Systems literacy

Analysis Technocreative solution (making, coding, testing)

Learning to code is not enough!● Code is part of the literacy required

for creative programming

Programming is a human-sensitive decision-making of 1. analysis a (complex)

problem-situation;2. organisation, reduction of the

complexity (selecting an angle and the entities to model) and modelling the problem-situation;

3. creating a program (code) through the use of an specific language

4. testing, debugging and maintaining the program.

@margaridaromero

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

@margaridaromero

http://www.slideshare.net/margarida.romero/romero-etal2016cidui5-levelsprogramming

Romero (2016). Design : Dumont

#5c21

○ Creative collaboration as a context-related collaborative process of shared creation, where a solution is collaboratively (co)constructed by a group of persons and considered as original, valuable or useful by a group of reference (Romero & Barberà, 2015).

@margaridaromero

What kind of activities can engage learners in creative collaboration?

Interdisciplinary team-based challenges

Challenge: coordinate and program the robots

moves in the arena representing the surface of Mars.

16 teams in 5 countries (FR, SW, MX, CA, St-Lucie)


Interdisciplinary community-based challenges

Challenge

Community Noé, age 5, suffers from agenesis of the left hand. The little boy received a prosthesis made by the secondary level students of Soing (France). The artificial hand was realized thanks to a printer 3D.

Belonging, caring, contributing (cocreative project), goodwilling

Team-defined and regulated cocreative

activity to solve an authentic complex ill-defined problem.

Complex ill-defined problems requires , on the one hand, a worthy community-oriented

inquiry that could benefit from a design based approach, interdisciplinarity, a

diversity of literacies and the 21st century competencies: collaboration, problem solving, creativity, critical thinking and

computational thinking.

Team/self-defined projects fuels intrinsic motivation

Challenges requires a certain degree of complexity to engage learners in a cocreative activity



Schools avoids complexity by organizing uncontextualized knowledge units according to the curriculum and the disciplines

Related attitudes and skills: curiosity, ambiguity tolerance, systems thinking, abstraction, pattern thinking, error tolerance.

Complexity



Community

Students oriented to clean the oceans.

Analysis of an ill-defined

complex problem

Cesar Harada students, at the Hong Kong Harbour School, wanted to contribute to remove plastics from the ocean.

Modelling/Design (schema;

complexity reduction)

Challenge

Build a water-pro robot to sense and collect plastics.

Code and systems literacy (for programming and building a robot)

Prog

ramming

an

d mak

ing

the r

obot

Testi

ng an

d im

prov

emen

t

Solution

Computational thinking as a set of cognitive and metacognitive strategies engaged in the● analysis and modelling of (complex)

problem-situations, ● and the creation and test of digital system to

provide a creative solution to the problem-situation.

Complexity

Modelling/Design (schema;

complexity reduction)

Analysis of an ill-defined

complex problem

Prog

ramming

and c

reat

ing th

e arte

fact

Testi

ng an

d impr

ovem

ent

Romero & Lepage (2016); Romero (2016); Romero, Lepage & Lille (2016)


Can technologies support

creative participation across the lifespan ?

@margaridaromero

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Cocreative uses of technologies for educationIn

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Robotics, 4th industrial revolution

Creative class

21st century competencies

Educational robotics

Problem solving

Computational thinking

Collaboration

Creativity

Critical thinking

Creative programming

Society EducationCurriculum

Learning through game creation

@margaridaromero

@margaridaromero

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Last but not least:

mind the gender gap

http://www.ted.com/talks/reshma_saujani_teach_girls_bravery_not_perfection


Thank you for your attention. All feedback welcome [email protected] ; @margaridaromero

#5c21 values

#Vibot the robot.

#5c21 guide

#5c21 competencies #5c21 assessment tool:

www.cocreatic.net

Studio #Vibot on Scratch#smarticitymaker #fabville /

#r2t2

w/ A. LepageDesign by Leslie Dumont

w/ V. Vallerand

w/ R. Kamga; B. Lille; JN Proulx

Illustrated by Loufane

w/ A. Roy

#CoCreaTIC

Invited research: S. Netto

Lead by M. Romero

Related projects: Silver Gaming @ACT, IMAGINE (w. G. Cucinelli, A-L. Davidson)







Annexes

@margaridaromero

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Techno-Creative activities

○ Critical thinking

○ Collaboration

○ Creativity

○ Problem solving

○ Computational

thinking

Romero (2016). Design : Dumont

#5c21

#5c21 competencies

Educational robotics

Creative programming

[email protected]

Digital game creation

Vibot the robot, a story introducing robotics and programming (Romero 2016, illustrated by Loufane)

#5c21 15 Co-Creative Activities for the 21st Century Kids (Romero & Vallerand)

Game-based Learning Across the Lifespan (Springer)

#CoCreaTIC publications

Handbook ‘Jeux numériques et apprentissages’

Creative programming with Scratch and #Vibot the robot

https://scratch.mit.edu/

Studio #Scratch de #Vibot: https://scratch.mit.edu/studios/1999251/


@margaridaromero

Orchestrating intergenerational creative programming workshops (II)


@margaridaromero


#Vibot studio on #Scratch: https://scratch.mit.edu/studios/1999251/


Values and attitudes for interdisciplinary community-based challenges

Annexes

@margaridaromero

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● Amabile defined challenge as “arising from the intriguing nature of the problem itself or its importance to the organization” (1996, p. 232).

● Challenge is intrinsically driven.

● Humanistic approach of life, community and education that promotes positive relations, participation and collaboration.

● Empathy, care and goodwill actions towards the community.

● “The main tenet of design thinking is empathy for the people you’re trying to design for. Leadership is exactly the same thing – building empathy for the people that you’re entrusted to help”.– David Kelley, Founder of IDEO

● Empathy towards the needs of the community to define WITH the community the goal of the project.

Challenge

Community

Belonging, caring, contributing (cocreative

project), goodwilling



Complexity Authenticity

DiversityEngagement

Creative activity

(socio/co/self)regulation

Identify, select, empathise and engage towards a problem to solve

Creative action-oriented empathy for a worthy problem or situation to improve or to solve (going beyond passive awareness or “likes”).

Challenge

#TEN2901

Cesar Harada students, at the Hong Kong Harbour School, wanted to contribute to remove plastics from the ocean.



Design thinking approach Analysis, Definition

Programming

Ideation

MechanicsElectronics

Building

Prototype

Test

Programming, educational robotics, #makered

Challenge

Community

Diversity

Complexity

Empathy

Authenticity

Engagement

Creative activity

(socio/co/self) regulation

Values

Attitudes



Design thinking approach

Challenge

Complexity

Values

Attitudes

Design is a way to tame complexity (Donald A. Norman)

Controlling complexity is the essence of computer programming. ― Brian W.

Kernighan

“Design = Navigating complexity with empathy” (@hellomedian)

Programming, educational robotics, #makered

"Why can't things be simple?" Why? Because life is complex." ― from "Living with Complexity (Normand)"



Complexity

Complex problems Community-based challenges

Ill-defined problems

Authenticity

Diversity

Value and values: Worthy inquiry and creative project benefiting a

person, group or community

Culture

Knowledge

Competencies

Values

Recognize and value diversity; discuss

divergent values when required for the

challenge process.

Literatties

Languages

Patterns Narratives; storytelling

Game mechanics

Attitudes

Spaces

Activities

Engagement

Creative activity

(socio/co/self)regulation

Pratiques éducatives

(Réseau d’écoles associées)

Communauté élargie

Laboratoire d'Innovation et Numérique pour l'Éducation (LINE)

Recherche en éducation

Formation des enseignants

NumériqueInnovation

Form

atio

n à

la re

cher

che

L’innovation est facilité par la coprésence et la mise à disposition d’un espace de co-création participative. LINE pourrait disposer d’un laboratoire co-créatif dans un lieu physique alliant les caractéristiques d’un makerspace, d’un living lab et d’un open lab (Barma, Romero, & Deslandes, 2017; Capdevila, 2013; Mérindol et al. 2016).

Les « open labs » constituent un lieu et une démarche portés par des acteurs divers, en vue de renouveler les modalités d’innovation et de créationpar la mise en œuvre de processus collaboratifs et itératifs, ouverts et donnant lieu à une matérialisationphysique ou virtuelle

@margaridaromero

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

Intergenerational techno-creativity

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@margaridaromero

https://vimeo.com/157339347






@margaridaromero

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https://scratch.mit.edu/projects/79072590/#editor

@margaridaromero

Orchestrating intergenerational creative programming workshops. Strategy 1: Ice-breaking roles.

@margaridaromero

Orchestrating intergenerational creative programming workshops. Strategy 2: Intergen-Creativity.

Romero (2016, in press)

#GC2020 Innovation Fair. Ottawa. April 2016.

#ACTproject#CoCreaTIC#eduJeux#5c21

@margaridaromero

Orchestrating intergenerational creative programming workshops. Strategy 3: Storytelling

From storytime to coding timeDe l’heure du conte à l’heure du code


@margaridaromero


#Vibot studio on #Scratch

@margaridaromero

Romero, M., Sawchuk, K., Blat, J., Sayago, S., Ouellet, H. (Eds.), (2016).

Game-Based Learning Across the Lifespan. Cross-Generational and Age-Oriented Topics, Advances in Game-Based Learning (Springer). ISBN: 978-3-319-41795-0. http://www.springer.com/us/book/9783319417950

@SpringerEdu book on LLL GBL

http://www.springer.com/us/book/9783319417950

@margaridaromero

Handbook on Digital Game Design

Scaffolding Digital Game Design Activities Grouping Older Adults, Younger Adults and Teens

Research supported by Ageing + Communication + Technology www.actproject.ca

Silver Gaming activities● 1 Springer book on intergenerational gaming● 1 handbook on digital game design● 1 children book feat. a coding-expert granny● 1 Summer school (#SGISS15 lead by Romero) and

its proceedings ● 3 conference papers● 2 conferences ‘tracks’ (HCI 2016 lead by Loss,

#CIRTA 2016 lead by Romero)● 6 workshops … and a lot of fun !!

http://www.actproject.ca/

http://www.fqli.org/










@margaridaromero

Outcomes: publications #ACTproject #CoCreaTIC

Romero, M., Sawchuk, K., Blat, J., Sayago, S., Ouellet, H. (Eds.), (2016). Game-Based Learning Across the Lifespan. Cross-Generational and Age-Oriented Topics, Advances in Game-Based Learning (Springer). ISBN: 978-3-319-41795-0.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.

#SmartCityMaker, construction d’une ville avec des matériaux recyclés et des vehicules automates (robots Beebot, Cubelets, mBot, NXT).

Romero, Proulx, Kamga & Lille (TEN2901)

[email protected]

#SmartCityMaker, le restaurant tournant de l’hôtel Concorde avec LEGO WeDo 2.0

Romero (TEN2901)

[email protected]

Coopétition Zone01 à l’Université Laval, des défis de robotique pédagogique (primaire-recrues, junior, senior, WRO)

Vibot le robot, un conte d’introduction à la programmation et à la robotique

Vibot visite le MIT Media Lab

Premiers pas sur #Scratch .

Ouvrez le projet Scratch suivant:https://scratch.mit.edu/projects/121266593/#editor

Situation:Le chat Scratch voudrait savoir le nom des différents robots.Il s'approche d'eux et leur demande leur nom en leur envoyant le message 'DireNomDuRobot'.Votre défi est de programmer l'abeille pour qu'elle dise son nom (“Beebot”) quand elle reçoit le message 'DireNomDuRobot'.

Pas à suivre:Cliquez sur le ‘lutin/sprite’ de l’abeille en bas à gauche de l’écran. Sur la bibliothèque de code, sélectionnez dans la catégorie “Événements” et glissez-le sur l’espace de programmation. Ensuite cliquez sur “Apparence”, sélectionnez écrivez “Beebot” et collez cette ligne de code sous l’autre. Cliquez sur le drapeau vert pour tester votre programmation.

N’hésitez pas à demander de l’aide à vos

voisin.e.s de table!




[email protected] Associate professor of Educational Technology

Université Laval#CoCreaTIC leader

and Vibot the robot

From computing to computational thinking: Encouraging creative approaches to problem-solving across the curriculum

Feat. Scratch

@[email protected] Professor at ESPE NiceUniversité Nice Sophia AntipolisHead of the “Laboratoire d’Innovation et Numérique pour l’Éducation” (LINE)

#CoCreaTIC #5c21Techno-creative activities for the 21st century competencies

#VibotA story for the 7 to 107 years oldon robotics and programming

#Vibot#5c21

#CoCreaTIC






20170126 #bett2017 @margaridaromero From computing to computational thinking: Encouraging creative...

Education

Transcript of 20170126 #bett2017 @margaridaromero From computing to computational thinking: Encouraging creative...