Creative Game Based Learning: from the Learning Mechanics Game Mechanics (LMGM) to creative robotics. Prof dr @margaridaRomero / Lab director @fabline06 #Nice06 @uca_research
5th and 6th April 2019 #Nice06 @fabLINE06 will host intergenerational playful robotics activities. The event will include modular robotics workshops for different generations as well as Game Based Learning activities to develop creativity, collaboration, problem solving, and computational thinking. The workshops are part of research on intergenerational and creative learning conducted at the LINE research laboratory in Nice, France.
1. The document discusses organizing intergenerational maker education and game-based learning workshops to develop 21st century skills.
2. Three activity strategies are proposed: intergenerational game creation, icebreaking roles, and storytelling that transitions to coding.
3. The CreaCube activity is described as a playful way to evaluate creative problem-solving through building an autonomous vehicle.
Scratch. Romero. Intergenerational game creation with ScratchMargarida Romero
This document discusses intergenerational creative programming workshops that engage participants from different generations in coding activities. Younger learners act as multimedia directors to create digital life narratives from stories told by senior participants. The workshops aim to foster digital creativity, social participation, and heritage preservation through intergenerational learning and participatory design of digital games using Scratch. One example is creating a Scratch studio based on Vibot, a robot character in an intergenerational book about programming and educational robotics.
20181119 Attitudes in #makered @mmakerfaire @act_concordia @margaridaromeroMargarida Romero
1) The document discusses research by Prof. Margarida Romero on attitudes in maker education, including trust, tolerance for ambiguity, and cognitive flexibility. It lists publications and provides information on her role as a lab director.
2) Contact information is provided for Prof. Romero's research lab in Nice, France, along with an invitation to collaborate. Hard work and play are encouraged.
3) An upcoming event is announced on intergenerational playful robotics to take place in April 2019 in Nice.
Intergenerational play and game design: participatory fun and digital empower...Margarida Romero
This document discusses research on intergenerational play and game design using digital technologies. The research aims to bring older adults, younger adults, and teens together to collaboratively design digital games using Scratch. Three strategies are outlined for orchestrating intergenerational creative programming workshops: using icebreaking roles, focusing on intergenerational creativity, and incorporating storytelling from an educational robot book. The goal is to promote digital creativity, social participation, and heritage preservation through intergenerational learning and creating open educational resources.
This document discusses research on intergenerational play and game design using participatory and digital methods. It describes strategies for orchestrating creative programming workshops that bring together participants of different generations, including using icebreaking roles that play to the strengths of older and younger groups and having them collaboratively create digital stories and games. The research is supported by several organizations and has resulted in publications on topics including game-based learning across the lifespan, scaffolding digital game design for intergenerational groups, and moving from procedural puzzle-based coding to creative programming.
Different Games 2015. ACT. Silver Gaming. Engaging elders and secondary level...Margarida Romero
The document describes a research project that engages elders and secondary students in intergenerational learning through participatory game design. Students interview elders about their life experiences and create open educational games based on the stories. The games aim to promote digital creativity, social participation, and heritage preservation among elders while allowing students to learn through real-life stories and game creation. Researchers facilitate the process and evaluate it using a methodology called HEXA-GBL for serious game creation.
5th and 6th April 2019 #Nice06 @fabLINE06 will host intergenerational playful robotics activities. The event will include modular robotics workshops for different generations as well as Game Based Learning activities to develop creativity, collaboration, problem solving, and computational thinking. The workshops are part of research on intergenerational and creative learning conducted at the LINE research laboratory in Nice, France.
1. The document discusses organizing intergenerational maker education and game-based learning workshops to develop 21st century skills.
2. Three activity strategies are proposed: intergenerational game creation, icebreaking roles, and storytelling that transitions to coding.
3. The CreaCube activity is described as a playful way to evaluate creative problem-solving through building an autonomous vehicle.
Scratch. Romero. Intergenerational game creation with ScratchMargarida Romero
This document discusses intergenerational creative programming workshops that engage participants from different generations in coding activities. Younger learners act as multimedia directors to create digital life narratives from stories told by senior participants. The workshops aim to foster digital creativity, social participation, and heritage preservation through intergenerational learning and participatory design of digital games using Scratch. One example is creating a Scratch studio based on Vibot, a robot character in an intergenerational book about programming and educational robotics.
20181119 Attitudes in #makered @mmakerfaire @act_concordia @margaridaromeroMargarida Romero
1) The document discusses research by Prof. Margarida Romero on attitudes in maker education, including trust, tolerance for ambiguity, and cognitive flexibility. It lists publications and provides information on her role as a lab director.
2) Contact information is provided for Prof. Romero's research lab in Nice, France, along with an invitation to collaborate. Hard work and play are encouraged.
3) An upcoming event is announced on intergenerational playful robotics to take place in April 2019 in Nice.
Intergenerational play and game design: participatory fun and digital empower...Margarida Romero
This document discusses research on intergenerational play and game design using digital technologies. The research aims to bring older adults, younger adults, and teens together to collaboratively design digital games using Scratch. Three strategies are outlined for orchestrating intergenerational creative programming workshops: using icebreaking roles, focusing on intergenerational creativity, and incorporating storytelling from an educational robot book. The goal is to promote digital creativity, social participation, and heritage preservation through intergenerational learning and creating open educational resources.
This document discusses research on intergenerational play and game design using participatory and digital methods. It describes strategies for orchestrating creative programming workshops that bring together participants of different generations, including using icebreaking roles that play to the strengths of older and younger groups and having them collaboratively create digital stories and games. The research is supported by several organizations and has resulted in publications on topics including game-based learning across the lifespan, scaffolding digital game design for intergenerational groups, and moving from procedural puzzle-based coding to creative programming.
Different Games 2015. ACT. Silver Gaming. Engaging elders and secondary level...Margarida Romero
The document describes a research project that engages elders and secondary students in intergenerational learning through participatory game design. Students interview elders about their life experiences and create open educational games based on the stories. The games aim to promote digital creativity, social participation, and heritage preservation among elders while allowing students to learn through real-life stories and game creation. Researchers facilitate the process and evaluate it using a methodology called HEXA-GBL for serious game creation.
Digital game design as a complex learning activity for developing the 4Cs ski...Margarida Romero
Romero, M. (2015). Digital game design as a complex learning activity for developing the 4Cs skills: Communication, Collaboration, Creativity and Critical thinking. Presented at the Game and Learning Alliance conference (GALA 2015), Rome.
20170126 #bett2017 @margaridaromero From computing to computational thinking:...Margarida Romero
From computing to computational thinking: Encouraging creative approaches to problem-solving across the curriculum
26 JANUARY, 2017 15:50 - 16:10
Bett Futures
Computational thinking is a problem-solving process that involves looking at possible solutions abstractly and algorithmically, in a series of ordered steps. People who are able to think in this way tend to be good at generalizing and transferring this problem-solving process to a wide variety of problems. Computational thinking has been hailed as having the potential to foster a new culture of learning in which creativity is rewarded and people are encouraged to experiment, so how can you introduce it in your lessons?
#Gc2020 Innovation through game design thinking, play and experienceMargarida Romero
This document summarizes Margarida Romero's presentation at the #GC2020 Innovation Fair in Ottawa on April 20, 2016. The presentation discussed using game design thinking, play, and experience to move from passive multimedia consumption to creative co-creation. Specifically, it explored how game design can be used to develop five key 21st century competencies: critical thinking, collaboration, creativity, problem solving, and computational thinking. It also presented Asterale, a 10-step game design thinking methodology, and discussed Romero's book "ViBot, le robot" which uses a story and Scratch blocks to introduce programming and robotics concepts to children ages 7 to 77.
This document proposes a panel at SXSWed 2016 to discuss how coding and game design games can help children develop 21st century skills like problem solving and collaboration. These types of games provide hands-on, contextual learning environments where kids can learn by doing. The panel will explore how such games promote learning in a way similar to makerspaces, but are more accessible. It will feature entrepreneurs who have created educational games teaching coding and design skills, and discuss barriers to bringing these games into classrooms and homes.
This document summarizes a workshop on using games and coding to engage girls in STEM learning. The workshop explored using games to gain a new understanding of gender sensitivity in digital content. Attendees played a variety of games, evaluated them for gender sensitivity, and discussed how to create new opportunities for girls in STEM learning. The document provided data from a large study on girls' interests in STEM careers and technology skills, showing differences from boys and declining interest over time.
Interactive workshop: Gaming: the future's challenge; Pieter van der Hijden; ...Pieter van der Hijden
Pieter van der Hijden presents an interactive workshop on the future of gaming. The workshop discusses using games for communication, training, research, and policy development. It also examines game design processes and cycles. Opportunities for gaming are explored in a case study of a Fab Lab (workshop for digital fabrication) where visitors create and share knowledge. Alternative game design concepts are developed for this case based on different approaches to game design. The workshop aims to analyze the strengths and weaknesses of using games for knowledge management in the Fab Lab.
- The document discusses 21st century skills, maker education, and techno-creative activities for developing these skills. It addresses questions about whether kids should use technologies, why 21st century skills are important, and what kinds of learning activities can support developing these skills. Specifically, it proposes that interdisciplinary, community-based challenges involving areas like robotics, programming, and design thinking can engage learners in creative collaboration. It also discusses values and attitudes important for such activities, including collectivism and tolerance of ambiguity. Finally, it provides information about a Master's program in educational technologies.
The document describes a camp that focuses on robotics, virtual reality, and gaming. Students will learn about robot design and programming, experience virtual reality to visit different places, and take their ideas to create video games. The camp aims to develop students' skills in areas like critical thinking, teamwork, and STEM learning in a fun, hands-on way through interactive projects and activities using different technologies.
Jeffrey Piontek discusses his background as co-founder of Foundation 9 Entertainment, a large game development company. He introduces Creativity Academies which use programming tools like Scratch to teach students skills like computer literacy, teamwork, and project management. Students can design simulations, games, and other projects that also meet science standards. The goal is for students to build 3D virtual worlds and simulations that can be explored by others.
Inspiring girls through games and coding: A hands-on exploration Julie Evans
Inspiring girls through games and coding: A hands-on exploration
Kari Stubbs, BrainPOP and Julie Evans, Project Tomorrow
UNESCO Mobile Learning Week 2015
Paris, France
February 23, 2015
Bringing Gaming into Classrooms at Scale - Andy Cargile, Senior Director of U...SeriousGamesAssoc
This session will explore the complexity of implementing game-based learning pedagogies in classroom environments. Delivering research on current tools and techniques being used in classrooms in North America, the session will discuss the best practices to help engage students, support teachers and explore strategies with software to help with this transition.
This document discusses Hawaii Technology Academy's approach to immersive learning through creativity academies. It focuses on using game development and interactive 3D worlds to teach STEM concepts in an engaging way. Students learn skills like programming, animation, and project management by designing their own games, simulations, and virtual environments. The goal is to prepare students for 21st century careers through hands-on, collaborative projects.
Research Overview Mirjam P Eladhari August 2019Mirjam Eladhari
Slides for a presentation where I gave an overview of my research in August 2019. The talk is about how I have adressed two question that are at the core of my work:
Q1 How can we work to innovate in game design and technology?
Q2 How can we create play experiences that are individually meaningful?
Evolution of Pattern Languages: Designing Human Actions, Dialogue, & Films (P...Takashi Iba
Three generations of pattern languages have emerged since the 1970s:
1) The first generation focused on architecture and was proposed by Christopher Alexander in the 1970s.
2) The second generation focused on software design and emerged in the late 1980s as "design patterns".
3) The third generation since the late 1990s focuses on patterns of human action and collaboration.
Takashi Iba and his lab have developed pattern languages for creative presentations, collaboration, and learning based on this third generation approach. The document outlines the evolution and applications of pattern languages.
This document provides an agenda for the Revolutionary Learning 2016 conference taking place from August 17-19 at the Roosevelt Hotel in New York City. The conference will focus on inspiration and collaboration through games and simulation-based learning. The opening keynote on Wednesday will be delivered by Ian Livingstone on the topics of code, create, collaborate and the power of play in learning. Breakout sessions on Wednesday include a workshop on using commercial board games for training and a session on virtual reality and education. The schedule provides details on additional keynotes, breakout sessions, demonstrations of educational games, and networking activities over the three-day event.
#Scratch2017BDX Assessment of creativity and computational thinking in Scratc...Margarida Romero
This document discusses assessing creativity and computational thinking in Scratch projects. It introduces several presenters and outlines 21st century educational challenges around skills like problem solving, collaboration, and creativity. It then discusses evaluating these skills using the CoCreaTIC tool, which assesses creativity, computational thinking, and collaborative problem solving. Specific skills are defined for creativity and computational thinking that could be evaluated. Assessment is suggested to be formative and allow self and co-regulation by learners during learning.
TOG: An Innovation Centric Approach to teaching Computational Expression and ...Mirjam Eladhari
Slides presenting the paper
TOG: An Innovation Centric Approach to teaching Computational Expression and Game Design
by Mirjam P Eladhari
at Teaching Games: Pedagogical Approaches - DiGRA 2019 Pre-Conference Workshop (TGPA:DiGRA2019) August 6 2019, Kyoto, Japan.
ACT activities. Let’s have creative fun together!Margarida Romero
The document discusses an intergenerational workshop on digital game creation held in Quebec. It provides details on the workshop such as 65 participants engaging in exchanges on participatory game design and intergenerational learning. It also mentions students presenting projects related to aging and technology topics from the ACT research project and calls for chapters on game-based learning across the lifespan.
Actividades tecnocreativas para el desarrollo de competencias transversalesMargarida Romero
El documento resume las actividades de un grupo de trabajo (GTnum) sobre inteligencia artificial y educación (#Scol_IA) dirigido por Margarida Romero, Laurent Heiser, Maryna Rafalska y Laura Morales. El grupo tiene cinco equipos de trabajo centrados en la formación en IA, la cultura de la IA, dispositivos innovadores, el seguimiento del aprendizaje y la modelización del aprendizaje. El grupo busca promover un enfoque abierto, transdisciplinario y anclado local e internacionalmente.
Digital game design as a complex learning activity for developing the 4Cs ski...Margarida Romero
Romero, M. (2015). Digital game design as a complex learning activity for developing the 4Cs skills: Communication, Collaboration, Creativity and Critical thinking. Presented at the Game and Learning Alliance conference (GALA 2015), Rome.
20170126 #bett2017 @margaridaromero From computing to computational thinking:...Margarida Romero
From computing to computational thinking: Encouraging creative approaches to problem-solving across the curriculum
26 JANUARY, 2017 15:50 - 16:10
Bett Futures
Computational thinking is a problem-solving process that involves looking at possible solutions abstractly and algorithmically, in a series of ordered steps. People who are able to think in this way tend to be good at generalizing and transferring this problem-solving process to a wide variety of problems. Computational thinking has been hailed as having the potential to foster a new culture of learning in which creativity is rewarded and people are encouraged to experiment, so how can you introduce it in your lessons?
#Gc2020 Innovation through game design thinking, play and experienceMargarida Romero
This document summarizes Margarida Romero's presentation at the #GC2020 Innovation Fair in Ottawa on April 20, 2016. The presentation discussed using game design thinking, play, and experience to move from passive multimedia consumption to creative co-creation. Specifically, it explored how game design can be used to develop five key 21st century competencies: critical thinking, collaboration, creativity, problem solving, and computational thinking. It also presented Asterale, a 10-step game design thinking methodology, and discussed Romero's book "ViBot, le robot" which uses a story and Scratch blocks to introduce programming and robotics concepts to children ages 7 to 77.
This document proposes a panel at SXSWed 2016 to discuss how coding and game design games can help children develop 21st century skills like problem solving and collaboration. These types of games provide hands-on, contextual learning environments where kids can learn by doing. The panel will explore how such games promote learning in a way similar to makerspaces, but are more accessible. It will feature entrepreneurs who have created educational games teaching coding and design skills, and discuss barriers to bringing these games into classrooms and homes.
This document summarizes a workshop on using games and coding to engage girls in STEM learning. The workshop explored using games to gain a new understanding of gender sensitivity in digital content. Attendees played a variety of games, evaluated them for gender sensitivity, and discussed how to create new opportunities for girls in STEM learning. The document provided data from a large study on girls' interests in STEM careers and technology skills, showing differences from boys and declining interest over time.
Interactive workshop: Gaming: the future's challenge; Pieter van der Hijden; ...Pieter van der Hijden
Pieter van der Hijden presents an interactive workshop on the future of gaming. The workshop discusses using games for communication, training, research, and policy development. It also examines game design processes and cycles. Opportunities for gaming are explored in a case study of a Fab Lab (workshop for digital fabrication) where visitors create and share knowledge. Alternative game design concepts are developed for this case based on different approaches to game design. The workshop aims to analyze the strengths and weaknesses of using games for knowledge management in the Fab Lab.
- The document discusses 21st century skills, maker education, and techno-creative activities for developing these skills. It addresses questions about whether kids should use technologies, why 21st century skills are important, and what kinds of learning activities can support developing these skills. Specifically, it proposes that interdisciplinary, community-based challenges involving areas like robotics, programming, and design thinking can engage learners in creative collaboration. It also discusses values and attitudes important for such activities, including collectivism and tolerance of ambiguity. Finally, it provides information about a Master's program in educational technologies.
The document describes a camp that focuses on robotics, virtual reality, and gaming. Students will learn about robot design and programming, experience virtual reality to visit different places, and take their ideas to create video games. The camp aims to develop students' skills in areas like critical thinking, teamwork, and STEM learning in a fun, hands-on way through interactive projects and activities using different technologies.
Jeffrey Piontek discusses his background as co-founder of Foundation 9 Entertainment, a large game development company. He introduces Creativity Academies which use programming tools like Scratch to teach students skills like computer literacy, teamwork, and project management. Students can design simulations, games, and other projects that also meet science standards. The goal is for students to build 3D virtual worlds and simulations that can be explored by others.
Inspiring girls through games and coding: A hands-on exploration Julie Evans
Inspiring girls through games and coding: A hands-on exploration
Kari Stubbs, BrainPOP and Julie Evans, Project Tomorrow
UNESCO Mobile Learning Week 2015
Paris, France
February 23, 2015
Bringing Gaming into Classrooms at Scale - Andy Cargile, Senior Director of U...SeriousGamesAssoc
This session will explore the complexity of implementing game-based learning pedagogies in classroom environments. Delivering research on current tools and techniques being used in classrooms in North America, the session will discuss the best practices to help engage students, support teachers and explore strategies with software to help with this transition.
This document discusses Hawaii Technology Academy's approach to immersive learning through creativity academies. It focuses on using game development and interactive 3D worlds to teach STEM concepts in an engaging way. Students learn skills like programming, animation, and project management by designing their own games, simulations, and virtual environments. The goal is to prepare students for 21st century careers through hands-on, collaborative projects.
Research Overview Mirjam P Eladhari August 2019Mirjam Eladhari
Slides for a presentation where I gave an overview of my research in August 2019. The talk is about how I have adressed two question that are at the core of my work:
Q1 How can we work to innovate in game design and technology?
Q2 How can we create play experiences that are individually meaningful?
Evolution of Pattern Languages: Designing Human Actions, Dialogue, & Films (P...Takashi Iba
Three generations of pattern languages have emerged since the 1970s:
1) The first generation focused on architecture and was proposed by Christopher Alexander in the 1970s.
2) The second generation focused on software design and emerged in the late 1980s as "design patterns".
3) The third generation since the late 1990s focuses on patterns of human action and collaboration.
Takashi Iba and his lab have developed pattern languages for creative presentations, collaboration, and learning based on this third generation approach. The document outlines the evolution and applications of pattern languages.
This document provides an agenda for the Revolutionary Learning 2016 conference taking place from August 17-19 at the Roosevelt Hotel in New York City. The conference will focus on inspiration and collaboration through games and simulation-based learning. The opening keynote on Wednesday will be delivered by Ian Livingstone on the topics of code, create, collaborate and the power of play in learning. Breakout sessions on Wednesday include a workshop on using commercial board games for training and a session on virtual reality and education. The schedule provides details on additional keynotes, breakout sessions, demonstrations of educational games, and networking activities over the three-day event.
#Scratch2017BDX Assessment of creativity and computational thinking in Scratc...Margarida Romero
This document discusses assessing creativity and computational thinking in Scratch projects. It introduces several presenters and outlines 21st century educational challenges around skills like problem solving, collaboration, and creativity. It then discusses evaluating these skills using the CoCreaTIC tool, which assesses creativity, computational thinking, and collaborative problem solving. Specific skills are defined for creativity and computational thinking that could be evaluated. Assessment is suggested to be formative and allow self and co-regulation by learners during learning.
TOG: An Innovation Centric Approach to teaching Computational Expression and ...Mirjam Eladhari
Slides presenting the paper
TOG: An Innovation Centric Approach to teaching Computational Expression and Game Design
by Mirjam P Eladhari
at Teaching Games: Pedagogical Approaches - DiGRA 2019 Pre-Conference Workshop (TGPA:DiGRA2019) August 6 2019, Kyoto, Japan.
ACT activities. Let’s have creative fun together!Margarida Romero
The document discusses an intergenerational workshop on digital game creation held in Quebec. It provides details on the workshop such as 65 participants engaging in exchanges on participatory game design and intergenerational learning. It also mentions students presenting projects related to aging and technology topics from the ACT research project and calls for chapters on game-based learning across the lifespan.
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El documento resume las actividades de un grupo de trabajo (GTnum) sobre inteligencia artificial y educación (#Scol_IA) dirigido por Margarida Romero, Laurent Heiser, Maryna Rafalska y Laura Morales. El grupo tiene cinco equipos de trabajo centrados en la formación en IA, la cultura de la IA, dispositivos innovadores, el seguimiento del aprendizaje y la modelización del aprendizaje. El grupo busca promover un enfoque abierto, transdisciplinario y anclado local e internacionalmente.
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20201127 Nuit européenne des chercheur.e.s.
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Activités technocréatives à l'école primaire
Au programme:
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@margaridaromero
, chercheuse en #SciencesDeLeducation
-étude de cas: l’école J-M Hyvert à Nice avant, pendant, après confinement
Index pointant vers la droitehttps://reseau-canope.fr/service/se-former-activites-technocreatives-en-relation-avec-les-parents.html
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2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
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BPSC-105 important questions for june term end exam
20181008 Creative Game Based Learning: from the Learning Mechanics Game Mechanics (LMGM) to creative robotics. @margaridaromero
1. Creative Game Based Learning
Prof dr @margaridaRomero / Lab director @fabline06 #Nice06
@uca_research
2. Creative Game Based Learning
Prof dr @margaridaRomero / Lab director @fabline06 #Nice06
@uca_research
1. Welcome to LINE research lab in #Nice06
2. Game Based Learning for co-creative problem solving?
3. LMGM under the perspective of the learning sciences
4. Three Game Based Learning approaches to develop the
#5c21
5. (Co)creative problem solving and computational thinking
in playful activities
5. You’re welcome to
@fabLINE06 (Laboratoire d’Innovation et Numérique pour l’Education
at @UCA_research (Université Côté d’Azur)
Our lab and colleagues are also Nice !
6. You’re welcome to
@fabLINE06 (Laboratoire d’Innovation et Numérique pour l’Education
at @UCA_research (Université Côté d’Azur)
Our lab and colleagues are also Nice !
Work hard, play hard !
Work hard, play hard
(Aarssen & Crime, 2016)
6
7. You’re welcome to
@fabLINE06 (Laboratoire d’Innovation et Numérique pour
l’Education) at @UCA_research (Université Côté d’Azur)
Our research lab network is not only
#Nice06 !
“los-amig@s-de-mis-amig@s-son-mis-amig@s”
11. Citizens as ICT consumers
(Interactive ICT usage)
=» Limits:
Representativity,
Obsolescence
Citizens as ICT
co-creators
(Participatory Knowledge
Co-Creation)
Intergenerational
techno-creativity
Src:CultOfMac.com
Src:Ladieslearningcode.com
Is not about the technology (nor its intentions) but about its actual
participatory creative use.
12. Can technologies support
creative participation across the
lifespan ?
Passive-participatory model (Romero, Laferrière, & Power, 2016).
PPM applied to learning to code activities:
Romero, M., Davidson, A-L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to
code: from procedural puzzle-based games to creative programming. CIDUI.
13. 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).
14. Learners as ICT co-creators
(Participatory Knowledge Co-Creation)
Intergenerational techno-creativity
Src:Ladieslearningcode.com
Intergenerational creative programming engage
participants from different generations and backgrounds together
in the process of designing and developing an original work through
coding.
16. Usages créatifs du numérique en éducation
(Activités d’apprentissage techno-créatives)Apprentissagesintergénérationnels
La robotique,
4ème révolution
industrielle
Classe
créative
Résolution de
problèmes
Pensée
informatique
Collaboration
Créativité
Pensée critique
Société Éducation
Robotique pédagogique
Apprentissage de la
programmation
Création de jeux numériques
Fabrication numérique (maker)
Pédagogie
créative
#5c21
Compétences 21e siècle
20. Romero, M., Sawchuk, K., Blat, J., Sayago, S., & Ouellet, H. (2016). Game-Based Learning Across the Lifespan. Springer.
21. Romero, M., Sawchuk, K., Blat, J., Sayago, S., & Ouellet, H. (2016). Game-Based Learning Across the Lifespan. Springer.
22. Romero, M., Sawchuk, K., Blat, J., Sayago, S., & Ouellet, H. (2016). Game-Based Learning Across the Lifespan. Springer.
23. LMGM under the lens of
self-determination theory (SDT)
Proulx, J. N., Romero, M., & Arnab, S. (2016).
Learning Mechanics and Game Mechanics Under the
Perspective of Self-Determination Theory to Foster
Motivation in Digital Game Based Learning.
Simulation & Gaming, 1046878116674399.
24.
25. LMGM under the lens of Activity Theory
Patino, A., & Romero, M. (2017). Understanding game mechanics
under the Activity Theory Approach in DGBL. In Y. Baek (Éd.), Game
Based Learning. Theory, Strategies and Performance outcomes. (p.
189‑202). NY (USA): Nova Science Pub Inc.
26. LMGM under the lens of Activity Theory
Learner
Game designer
Teacher
30. Romero, M., Sawchuk, K., Blat, J., Sayago, S., & Ouellet, H. (2016). Game-Based Learning Across the
Lifespan. Springer.
31. Romero, M., Sawchuk, K., Blat, J., Sayago, S., & Ouellet, H. (2016). Game-Based Learning Across the
Lifespan. Springer.
32. @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/9
783319417950
@SpringerEdu
book on LLL GBL
35. @margaridaromero
Orchestrating intergenerational creative programming
workshops. Strategy 1: scripting intergen game creation.
Senior participants (50+)
Acting as Narrative directors,
sharing a life experience
related to the Social Sciences
curriculum.
Younger learners
acting 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
41. @margaridaromero
Orchestrating intergenerational creative programming
workshops. Strategy 3: Storytelling
From storytime to coding time
De l’heure du conte à l’heure du code
#Vibot the robot, an
intergenerational book about
programming and educational
robotics. Available in French and
English (paper and online).
45. CreaCube activity,
engages the player in a
playful challenge to
evaluate his/her creative
problem-solving skills.
CreaCube, a playful activity to evaluate creative problem solving.
the game’s objective:
Create an autonomous vehicle reaching the finish point.
46. Thanks you and welcome to #Nice06
Margarida.Romero@unice.fr
@margaridaromero
ORCID : http://orcid.org/0000-0003-3356-8121
Google Scholar 3xyaF5oAAAAJ
http://unice.fr/laboratoires/line/
http://Researchgate.net/lab/Laboratoire-dInnovation-et-Numerique-pour-lEducation/
https://twitter.com/fabline06
https://www.facebook.com/fabline06/