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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
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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
Professeure en technologie éducativeFaculté des Sciences de l’Éducation
Université Laval
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