A learning scientist approach to modeling human cognition in individual and c...Margarida Romero
A learning scientist approach to modeling human cognition in individual and collaborative problem solving tasks. 12 février 2021. Mini-cours. NeuroMod Institute. Université Côte d'Azur.
- 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.
Romero & Vallerand (2016) Co-creative activities for the 21st century kids-R02Margarida Romero
The objective of this guide is to promote learning activities based on the co-creative uses of technologies. Activities found within these pages are designed to develop five key competencies for 21st century kids: critical thinking, collaboration, creativity, problem solving and computational thinking.The guide is built around 15 activities that integrate different creative uses of technologies for learning :
2 unplugged activities introducing computational thinking ;
3 creative robotics activities ;
4 activities introducing creative programming (#Scratch);
1 activity for creating a comic ;
3 creative electronic activities (#MakeyMakey) ;
2 activities for tinkering and 3D digital creation.
These activities aim at developing interdisciplinary and transdisciplinary learning objectives including STEAM education (science, technology, engineering, arts and math), languages, social sciences and personal development.
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.
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?
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.
This document discusses co-creativity in maker education contexts. It describes the Invent@UCA program at Université Côte d'Azur which aims to foster skills like creativity, collaboration, and problem solving through real-world challenge-based learning. Students work in multidisciplinary teams on challenges presented by companies through programs like DEMOLA or on societal issues through initiatives like OASIS. The program brings together different schools and institutions to create a collaborative environment that supports creativity. It also discusses developing co-creativity in maker education contexts through hands-on projects that engage students in collaborative design and problem solving.
A learning scientist approach to modeling human cognition in individual and c...Margarida Romero
A learning scientist approach to modeling human cognition in individual and collaborative problem solving tasks. 12 février 2021. Mini-cours. NeuroMod Institute. Université Côte d'Azur.
- 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.
Romero & Vallerand (2016) Co-creative activities for the 21st century kids-R02Margarida Romero
The objective of this guide is to promote learning activities based on the co-creative uses of technologies. Activities found within these pages are designed to develop five key competencies for 21st century kids: critical thinking, collaboration, creativity, problem solving and computational thinking.The guide is built around 15 activities that integrate different creative uses of technologies for learning :
2 unplugged activities introducing computational thinking ;
3 creative robotics activities ;
4 activities introducing creative programming (#Scratch);
1 activity for creating a comic ;
3 creative electronic activities (#MakeyMakey) ;
2 activities for tinkering and 3D digital creation.
These activities aim at developing interdisciplinary and transdisciplinary learning objectives including STEAM education (science, technology, engineering, arts and math), languages, social sciences and personal development.
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.
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?
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.
This document discusses co-creativity in maker education contexts. It describes the Invent@UCA program at Université Côte d'Azur which aims to foster skills like creativity, collaboration, and problem solving through real-world challenge-based learning. Students work in multidisciplinary teams on challenges presented by companies through programs like DEMOLA or on societal issues through initiatives like OASIS. The program brings together different schools and institutions to create a collaborative environment that supports creativity. It also discusses developing co-creativity in maker education contexts through hands-on projects that engage students in collaborative design and problem solving.
ANR #CreaMaker workshop: co-creativity, robotics and maker educationMargarida Romero
This document summarizes a workshop on co-creativity, robotics, and maker education. It discusses how maker-based projects have the potential to develop creativity through individual and collaborative contexts. It also aims to analyze the development of creativity in team-based maker activities. The workshop brought together researchers from several countries to advance understanding of how to design, implement, and evaluate co-creativity in technology-enhanced learning contexts, particularly maker education. Several presentations are summarized, including ones on assessing co-creativity, developing computational thinking through games and comics, and using robotics in education.
”Davidin ja Goljatin taistelu: kesyttääkö opettajateknologian vai jyrääkö te...Jari Laru
David and Goliath: Will the teacher tame technology or will technology overwhelm the teacher?
This document discusses the relationship between education and technology from different perspectives. It explores both the current state of technology in education as well as potential future developments. Technologies like programming, robotics, and digital fabrication are currently being used, while developments like artificial intelligence, virtual and augmented reality, and adaptive learning systems may impact education in the future. Overall, the role of the teacher is changing as new technologies become integrated into teaching and learning.
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.
This document provides case studies of activities developed by teachers to foster digital literacy skills in their students. The case studies highlight which components of digital literacy - such as creativity, critical thinking, cultural understanding, collaboration and functional skills - were targeted by each activity. The teachers used Becta's framework for digital literacy as a guide for developing tasks that required students to define projects, find and evaluate information, synthesize knowledge, and communicate what they learned. The overall goal was to integrate digital literacy development with subject curriculum learning.
Digital games in education. Our students' experiences of society and culture are
increasingly digital and their futures will involve digital
workplaces. Their everyday lives are characterised by digital
play and online interaction and their futures will involve digital
workplaces, regardless of the career paths they follow.
Guest Lecture: Restoring Context in Distance Learning with Artificial Intelli...Daniele Di Mitri
Presentation given on the February 1st, 2022 at the "Brown Bag" presentation series organised by the Faculty of NYU Educational Communication and Technology which is part of the Steinhardt School of Culture, Education, and Human Development.
https://www.ectstudent.info/news-events/brown-bag-dr-daniele-di-mitri
Presentation Abstract:
The COVID-19 pandemic forced more than 1.6 billion learners out of school, becoming the most challenging disruption ever endured by the global education systems. In many countries, education institutions decided to move their regular activities online, opting for remote teaching as an emergency solution to continue their education. Meanwhile, physical distancing and learning in isolation heavily challenge learners and hinder their study success. There is a compelling need to make education systems more resilient and less vulnerable to future disruptions in such a critical landscape. In particular, we have to reconsider how digital technologies can support online and hybrid teaching. If digital education technologies such as video conferencing tools and learning management systems have improved to make educational resources more available and education more flexible, the modes of interaction they implement remain essentially unnatural for the learner due to a substantial lack of context. Modern sensor-enabled computer systems allow extending the standard human-computer interfaces and facilitate richer multimodal interaction. Furthermore, advances in AI allow interpreting the data collected from multimodal and multi-sensor devices. These insights can be used to support online teaching and learning in isolation with personalised feedback and adaptation through Multimodal Learning Experiences (MLX). This guest lecture elaborates on existing approaches, architectures, and methodologies. I illustrate use cases that employ multimodal learning analytics applications that can shape the online teaching of the future.
ORIC Digital literacy and curriculum designoricproject
This document discusses digital literacy and how it can be supported in academic contexts. It defines digital literacy as having awareness, attitude, and ability to use digital tools to find, evaluate, analyze, and communicate information to enable social action. The document outlines key components of digital literacy including underlying skills, background knowledge, central competencies, and attitudes. It provides examples of how universities support digital literacy development through services, embedding it in curricula, and getting student perspectives on needed support. Case studies demonstrate research-informed approaches to fostering digital literacy.
This document discusses how technology is changing the way students learn and identifies gaps between formal education and students' online learning experiences. It notes that students are parallel processors accustomed to random access of information and prefer visuals, gaming, and teaching themselves. The document calls for education systems to shift focus from content delivery to context, participation, co-creation, and developing skills like collaboration, creativity, and problem-solving to prepare students for future careers. It advocates experimenting with new pedagogical approaches centered on themes like improvisation, imagination, and interaction to better engage today's students.
Digital technologies now play a central role in society and young people's cultures. Many children are actively engaging with digital media from a young age by watching videos online, playing games, creating social media profiles, and sharing media they find or create. This means students need skills to navigate multiple modes of information and participate in online networks. Fostering digital literacy in schools can help students understand and benefit from technology while supporting creativity and learning. It also makes education relevant to a society where technology influences communication and meaning-making.
The document discusses coding education initiatives and proposes an alternative approach using Scratch, a visual programming language. It emphasizes teaching coding through creative expression and sharing projects online rather than solely as a technical skill. Students use Scratch to make interactive stories and games while also learning collaboration, problem-solving, and seeing themselves as creators who can contribute to society through digital technologies.
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.
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.
20190404 Un parcours sur les initiatives d'apprentissage maker dans la Métrop...Margarida Romero
This document discusses initiatives in maker education and learning in Nice, France. It summarizes several papers and projects focused on intergenerational learning through maker spaces and participatory design workshops. The document discusses strategies for collaborative problem solving and developing 21st century skills like creativity, collaboration, and computational thinking. It frames maker education as supporting intergenerational and collaborative learning through co-creative processes.
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.
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.
1. The document discusses how collaborative game-based learning can be supported through knowledge group awareness. It proposes eliciting students' prior knowledge, knowledge constructed during tasks, and judgments of learning to increase awareness of group members' knowledge.
2. A serious game is described that elicits these three types of knowledge elicitation. Preliminary results show increased interactions but no significant effect on collaboration or performance. Further studies are planned.
3. The document recommends supporting collaborative processes through knowledge awareness widgets, creating intragroup collaboration against intergroup competition, and providing communication tools.
Romero et al 2012 serious games-cooperationcompetitionMargarida Romero
Romero, M., Usart, M., Ott, M., Earp, J., de Freitas, S., & Arnab, S. (2012). Learning through playing for or against each other? Promoting collaborative learning in digital game based learning. 20th European Conference on Information Systems, June 10-13, ESADE, Barcelona.
Keynote for the Third International Conference on ICT in Education - ticEDUCA2014, at the Institute of Education of the University of Lisbon, on 15 November 2014.
ANR #CreaMaker workshop: co-creativity, robotics and maker educationMargarida Romero
This document summarizes a workshop on co-creativity, robotics, and maker education. It discusses how maker-based projects have the potential to develop creativity through individual and collaborative contexts. It also aims to analyze the development of creativity in team-based maker activities. The workshop brought together researchers from several countries to advance understanding of how to design, implement, and evaluate co-creativity in technology-enhanced learning contexts, particularly maker education. Several presentations are summarized, including ones on assessing co-creativity, developing computational thinking through games and comics, and using robotics in education.
”Davidin ja Goljatin taistelu: kesyttääkö opettajateknologian vai jyrääkö te...Jari Laru
David and Goliath: Will the teacher tame technology or will technology overwhelm the teacher?
This document discusses the relationship between education and technology from different perspectives. It explores both the current state of technology in education as well as potential future developments. Technologies like programming, robotics, and digital fabrication are currently being used, while developments like artificial intelligence, virtual and augmented reality, and adaptive learning systems may impact education in the future. Overall, the role of the teacher is changing as new technologies become integrated into teaching and learning.
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.
This document provides case studies of activities developed by teachers to foster digital literacy skills in their students. The case studies highlight which components of digital literacy - such as creativity, critical thinking, cultural understanding, collaboration and functional skills - were targeted by each activity. The teachers used Becta's framework for digital literacy as a guide for developing tasks that required students to define projects, find and evaluate information, synthesize knowledge, and communicate what they learned. The overall goal was to integrate digital literacy development with subject curriculum learning.
Digital games in education. Our students' experiences of society and culture are
increasingly digital and their futures will involve digital
workplaces. Their everyday lives are characterised by digital
play and online interaction and their futures will involve digital
workplaces, regardless of the career paths they follow.
Guest Lecture: Restoring Context in Distance Learning with Artificial Intelli...Daniele Di Mitri
Presentation given on the February 1st, 2022 at the "Brown Bag" presentation series organised by the Faculty of NYU Educational Communication and Technology which is part of the Steinhardt School of Culture, Education, and Human Development.
https://www.ectstudent.info/news-events/brown-bag-dr-daniele-di-mitri
Presentation Abstract:
The COVID-19 pandemic forced more than 1.6 billion learners out of school, becoming the most challenging disruption ever endured by the global education systems. In many countries, education institutions decided to move their regular activities online, opting for remote teaching as an emergency solution to continue their education. Meanwhile, physical distancing and learning in isolation heavily challenge learners and hinder their study success. There is a compelling need to make education systems more resilient and less vulnerable to future disruptions in such a critical landscape. In particular, we have to reconsider how digital technologies can support online and hybrid teaching. If digital education technologies such as video conferencing tools and learning management systems have improved to make educational resources more available and education more flexible, the modes of interaction they implement remain essentially unnatural for the learner due to a substantial lack of context. Modern sensor-enabled computer systems allow extending the standard human-computer interfaces and facilitate richer multimodal interaction. Furthermore, advances in AI allow interpreting the data collected from multimodal and multi-sensor devices. These insights can be used to support online teaching and learning in isolation with personalised feedback and adaptation through Multimodal Learning Experiences (MLX). This guest lecture elaborates on existing approaches, architectures, and methodologies. I illustrate use cases that employ multimodal learning analytics applications that can shape the online teaching of the future.
ORIC Digital literacy and curriculum designoricproject
This document discusses digital literacy and how it can be supported in academic contexts. It defines digital literacy as having awareness, attitude, and ability to use digital tools to find, evaluate, analyze, and communicate information to enable social action. The document outlines key components of digital literacy including underlying skills, background knowledge, central competencies, and attitudes. It provides examples of how universities support digital literacy development through services, embedding it in curricula, and getting student perspectives on needed support. Case studies demonstrate research-informed approaches to fostering digital literacy.
This document discusses how technology is changing the way students learn and identifies gaps between formal education and students' online learning experiences. It notes that students are parallel processors accustomed to random access of information and prefer visuals, gaming, and teaching themselves. The document calls for education systems to shift focus from content delivery to context, participation, co-creation, and developing skills like collaboration, creativity, and problem-solving to prepare students for future careers. It advocates experimenting with new pedagogical approaches centered on themes like improvisation, imagination, and interaction to better engage today's students.
Digital technologies now play a central role in society and young people's cultures. Many children are actively engaging with digital media from a young age by watching videos online, playing games, creating social media profiles, and sharing media they find or create. This means students need skills to navigate multiple modes of information and participate in online networks. Fostering digital literacy in schools can help students understand and benefit from technology while supporting creativity and learning. It also makes education relevant to a society where technology influences communication and meaning-making.
The document discusses coding education initiatives and proposes an alternative approach using Scratch, a visual programming language. It emphasizes teaching coding through creative expression and sharing projects online rather than solely as a technical skill. Students use Scratch to make interactive stories and games while also learning collaboration, problem-solving, and seeing themselves as creators who can contribute to society through digital technologies.
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.
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.
20190404 Un parcours sur les initiatives d'apprentissage maker dans la Métrop...Margarida Romero
This document discusses initiatives in maker education and learning in Nice, France. It summarizes several papers and projects focused on intergenerational learning through maker spaces and participatory design workshops. The document discusses strategies for collaborative problem solving and developing 21st century skills like creativity, collaboration, and computational thinking. It frames maker education as supporting intergenerational and collaborative learning through co-creative processes.
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.
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.
1. The document discusses how collaborative game-based learning can be supported through knowledge group awareness. It proposes eliciting students' prior knowledge, knowledge constructed during tasks, and judgments of learning to increase awareness of group members' knowledge.
2. A serious game is described that elicits these three types of knowledge elicitation. Preliminary results show increased interactions but no significant effect on collaboration or performance. Further studies are planned.
3. The document recommends supporting collaborative processes through knowledge awareness widgets, creating intragroup collaboration against intergroup competition, and providing communication tools.
Romero et al 2012 serious games-cooperationcompetitionMargarida Romero
Romero, M., Usart, M., Ott, M., Earp, J., de Freitas, S., & Arnab, S. (2012). Learning through playing for or against each other? Promoting collaborative learning in digital game based learning. 20th European Conference on Information Systems, June 10-13, ESADE, Barcelona.
Keynote for the Third International Conference on ICT in Education - ticEDUCA2014, at the Institute of Education of the University of Lisbon, on 15 November 2014.
Innovations in Distance E and eLearningJoao Mattar
This document discusses innovations in distance education and e-learning. It identifies five key innovations: 1) adaptive learning, 2) games and gamification, 3) social networks, 4) mobile learning, and 5) MOOCs. For each innovation, the document provides some background information and examples. It also discusses best practices for content production, collaboration, tools, tutoring, e-portfolios, learning analytics, hybrid/blended learning, and educational technology in online learning. In conclusion, it mentions a Portuguese MOOC and an upcoming international congress on the topic.
Keynote at the Annual Conference of the Association of Adaptation Studies 2022
Abstract.
Games have still a long way to become fully inclusive. But, the topic of inclusive play is, nevertheless, widely discussed and researched. Inclusiveness is addressed both in terms of the characters and situations that the game depicts (e.g., its content) and in terms of the way players’ accessibility to play the game and enjoy the experience is supported. This presentation shows some efforts to raise awareness for the inclusion of diverse content in games that avoids shallow stereotypes and tropes, and some efforts to make games available to a diverse audience that includes people with disabilities. Another perspective of inclusiveness in games is the use of games as tools to improve the life of players that need support for inclusion. Some projects that follow this idea are presented. For example, the Invisible Island game developed for collaborative play between sighted and unsighted players, and the ID Gaming project that is developing games to support people with intellectual disability. The discussion is extended by presenting games that can mitigate the problems of inclusion in society by addressing cultural training and promoting empathy in cyberbullying situations. A final note on how models of social identity can be used in games, in particular, in the behaviour of game characters is raised. Building on that, we can create gameplay situations involving social interactions that are grounded on the dynamics of social groups, which can support social inclusion challenges as a gameplay element.
This document discusses the potential educational benefits of incorporating computer games into classroom learning. It provides an overview of research showing that games can facilitate literacy, learning, and 21st century skills through embodied experiences, problem-solving, collaboration, and meaningful social interaction. The document suggests that games represent a new learning environment that shares little with traditional schooling but aligns well with how learning works. It argues that commercial games could support learning if used appropriately and that educators should consider factors like learning objectives and technical resources when designing game-based lessons.
The document provides an overview of the MadFlatter interactive game designed to teach players about resolving conflicts between different personality types in shared living spaces. The game uses puzzle scenarios set in a flat where players must interact with exaggerated personality types to solve puzzles. Research informed the selection of common personality types based on the "Big Five" model and how they typically deal with conflicts. Gameplay involves conversational puzzles to unlock environmental puzzles. The goal is to educate players through reflective learning as they guide different personalities to collaborative conflict resolutions.
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.
The document discusses using serious computer games to foster social competence. It summarizes a conference that presented the SGSCC project, which aims to develop games to train social and creative competences. A literature review found little research on using games for this, but some studies found games improved social skills for those with learning difficulties. A survey found stakeholders thought games could motivate players and help with problem-solving, while beneficiaries reported games should be fun and include social interaction. The project aims to create multi-language games to help players express themselves at work and resolve conflicts.
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.
This document summarizes a collaboration between three youth organizations - Make the Road New York, The Academy at Urban Arts Partnership, and LatinoJustice PRLDEF - on a "Changemaker Project" called "More Than A Quota". The project utilized advocacy, creativity, grassroots organizing and online activism to examine the impact of discriminatory policing practices on youth communities. Students from the three organizations came together, with creative students providing digital and artistic talents and grassroots organizers utilizing new media strategies. Through a social media campaign, survey website, and engaging youth in Twitter town halls and meme creation, the project aimed to elevate the issue and engage youth participation. The collaboration resulted in youth becoming engaged in political participation and
Similar to 2021 Creativity and Game Based Learning @margaridaromero (20)
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.
Empowering girls and women in STEAM education !
Autonomisation des filles et des femmes dans l’éducation STIAM !
https://www.researchgate.net/publication/344852818_Vibot_the_robot
20220106 Enjeux éducatifs à l’ère de l’IA : Compétences, dispositifs de form...Margarida Romero
Les processus d'enseignement et d'apprentissage sont très complexes, et notre compréhension de ce qui est l'intelligence humaine est encore limité. Dans ce contexte, ce qui est dénommé "intelligence artificielle" peut-elle apporter quelque chose aux élèves ? aux enseignants ? à la recherche en sciences de l'éducation det la formation ?
Quelques questionnements que j'ai partagé dans le cadre de la 3e journée Enseignement et Formation en IA « IA pour l’enseignement » de l’Association Française pour l’Intelligence Artificielle (AFIA) : "Enjeux éducatifs à l’ère de l’IA : Compétences, dispositifs de formation et opportunités pour la recherche en éducation" dans le cadre des travaux développés dans le GTnum #Scol_IA, l'ANR #CreaMaker (tâche #CreaCube), MSc. Smart Ed Tech - Université Côte d'Azur, Otesia, l'action exploratoire Inria "Artificial Intelligence Devoted to Education", Let's STEAM, Cai-community et les actions de médiation scientifique avec Terra Numerica.
20201208 Gala Conf. Artifactual Affordances In Playful RoboticsMargarida Romero
This document discusses a study analyzing the artifactual affordances that participants engage with during an educational robotics activity called CreaCube. CreaCube involves using modular robotic cubes to build a vehicle that can autonomously move between two points. The study found that participants exploring the cubes perceived affordances related to the cubes' tinkerability, usability, aesthetics, playability, and ability to provide feedback. Analyzing these artifactual affordances provided insights into how participants approached problem-solving during the open-ended robotics task.
Résolution créative des problèmes : seul, en équipe ou de manière participati...Margarida Romero
20201127 Nuit européenne des chercheur.e.s.
Résolution créative des problèmes : seul, en équipe ou de manière participative ?
La résolution de problème est l’une des compétences les plus importantes pour notre développement comme citoyen.ne.s mais aussi comme professionnels. Mais, est-il préférable de résoudre des problèmes seuls ou avec d’autres ?
20200603 Activités technocréatives à l'école primaireMargarida Romero
Activités technocréatives à l'école primaire
Au programme:
-échanges avec
@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
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
4. #5c21
Techno-creative activities
for the 21st century competencies
#Vibot
A story for the 7 to 107 years old
on robotics and programming
Margarida ROMERO
LINE, Université Côte d’Azur, Nice, France
@margaridaromero
Margarida.Romero@univ-cotedazur.fr
9. Cocreative uses of technologies for education
Intergenerational
learning
Robotics, 4th
industrial
revolution
Creative
class
21st century
competencies
Educational
robotics
Problem solving
Computational
thinking
Collaboration
Creativity
Critical thinking
Creative
programming
Society Education
Curriculum
Learning through
game creation
10. 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).
11. Romero, M., Ouellet, H., & Sawchuk, K. (2017). Expanding the game design play and experience framework for game-based lifelong learning (GD-LLL-PE).
In Game-Based Learning Across the Lifespan (pp. 1-11). Springer, Cham.
12. Romero, M., Ouellet, H., & Sawchuk, K. (2017). Expanding the game design play and experience framework for game-based lifelong learning (GD-LLL-PE).
In Game-Based Learning Across the Lifespan (pp. 1-11). Springer, Cham.
14. Henriksen, Mishra and Fisser (2016) :
“creativity emerges and exists within a system,
rather than only at the level of individual
processes” (p. 27).
16. Creativity as way to find different solutions
(divergent thinking).
Divergent thinking could assessed using the Alternate Use
Task (AUT, Guilford, 1967) that
requires finding alternative uses for an object.
18. Socio-cultural factors in creativity.
Creativity should be evaluated within a group of reference.
Analysis
Creation
U
n
d
e
r
s
t
a
n
d
i
n
g
t
h
e
s
i
t
u
a
t
i
o
n
O
r
g
a
n
i
z
i
n
g
a
n
d
m
o
d
e
l
i
n
g
t
h
e
s
i
t
u
a
t
i
o
n
Solution
Socio-cultural
factors D
e
v
i
s
e
a
s
o
l
u
t
i
o
n
E
v
a
l
u
a
t
e
a
n
d
a
d
o
p
t
a
n
i
t
e
r
a
t
i
v
e
p
r
o
c
e
s
s
Systems
Romero, Davidson, Lille, Leifheit, Kamga, Tsarava (2019)
19. Co-creativity assessment requires humans to evaluate the
value of solution within a human sensibility to a problem
Romero, M., Lepage, A., & Lille, B. (2017). Computational thinking development
through creative programming in higher education. International Journal of
Educational Technology in Higher Education, 14(1), 42.
Automatic CT analysis by Dr. Scratch (0.251 ± 0.0184)
#5c21 CT expert analysis (0.469 ± 0.0551)
21. 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.
22. From the passive multimedia consumer to the
creative co-creator
Passive-participatory model (Romero, Laferrière, & Power, 2016).
23. Passive-participatory model (Romero, Laferrière, & Power, 2016).
Listen music
without selecting
(radio)
Selecting music to
listen
Playing music (solo)
Band/Group
playing
Participatory play
Individual musical
creation
Band/Group
musical cocreation
Creating music in a
participatory way
Creating a playlist
Cocreating a
playlist
Broadcasting
music
24. 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.
25. Techno-creative citizenzip to
improve communities =
Humanistic values + 21st Century Skills + Knowledge
+ Learning context and technocreative activities
27. Learning
Collaborative
GBL
Game Based
Learning (GBL)
CSCL GBL /
Collaborative SG
Computer
Supported
Collaborative
Learning (CSCL)
Collaborative
Learning
Computer
Supported GBL.
Serious Games (SG)
Computer
Supported
Learning
Collaborative Serious Games 🡺
Game Based Learning (GBL) through
Computer Supported Collaborative
Learning (CSCL)
Serious Games 🡺
Computer-Support
ed Games for
Learning
Collaborative (game based) learning
28. Margarida Romero, Ph. D.
Collaborative GBL & Group Awareness
In Collaborative Serious Games, are students
• “learning alone, together” (Eastmond, 1995) ?
• collaborating towards a common goal ?
• competing with or against other students or groups ?
Collaborative serious games
Collaborative Serious Games 🡺 Game Based Learning (GBL)
through Computer Supported Collaborative Learning (CSCL)
Collaborative SG considers games allows learners to construct
knowledge by interacting with information, tools, and
materials as well as by collaborating with other learners
within the game.
Romero, M., Usart, M., Ott, M., Earp, J., & de Freitas, S. (2012). Learning through
playing for or against each other? Promoting collaborative learning in digital game
based learning. Learning, 5(2012), 15-2012.
29. Margarida Romero, Ph. D.
Collaborative GBL & Group Awareness
CL requires sharing and negociating knowledge among learners. Despite
competition rises challenge and motivation (Mawdesley, Long, Al-Jibouri & Scott,
2010), competition does not promote knowledge elicitation and sharing with the
competitors...
Multiplayer Serious Games situations does not promote CL if individuals
are only competing against each other
Individual
learner / player
Small Group Level (Intragroup)
Group Level (Intergroup)
Other
Small
Groups
Games are defined as competitive activities (against the computer,
another playr, or oneself) (Lindsey, 2004)
Then, how could we combine competition and knowledge sharing for
collaborative learning ?
Serious Games for
Collaborative Learning
1.
Collaborative serious games
30. Romero, M., Ouellet, H., & Sawchuk, K. (2017). Expanding the game design play and experience framework for game-based lifelong learning (GD-LLL-PE).
In Game-Based Learning Across the Lifespan (pp. 1-11). Springer, Cham.
31. Romero, M., Ouellet, H., & Sawchuk, K. (2017). Expanding the game design play and experience framework for game-based lifelong learning (GD-LLL-PE).
In Game-Based Learning Across the Lifespan (pp. 1-11). Springer, Cham.
32. Romero, M., Ouellet, H., & Sawchuk, K. (2017). Expanding the game design play and experience framework for game-based lifelong learning (GD-LLL-PE).
In Game-Based Learning Across the Lifespan (pp. 1-11). Springer, Cham.
33. Margarida Romero, Ph. D.
Collaborative GBL & Group Awareness
Competition and cooperation
dynamics in SG
2.Serious Games for
Collaborative Learning
1.
Competition and cooperation dynamics in SG
• Cooperative learning situations, compared with competitive and individual situations,
promote higher levels of self-esteem and healthier processes for deriving conclusions
about one’s self-worth. (Johnson, et al., 1983, p. 35)
• The truth is that the vast majority of human interaction … is not competitive but
cooperative interaction. (Johnson & Johnson, 1974, pp. 213)
• Cooperative Learning (CL) is not just a set of teaching techniques. It reflects an ethical
orientation to life and involves a completely different approach to learning. (Clark, 1991,
p. 3)
34. Margarida Romero, Ph. D.
Collaborative GBL & Group Awareness
Multiplayer Serious Game. Situation I: Interindividual competitition
Individuals playing AGAINST other individuals in a multiplayer SG.
Could we consider this game as a Collaborative Learning game ?
Individuals competing AGAINST each other
Collaborative share of Knowledge is conterproductive
Individual
learner #1
Individual
learner #2
Competition and cooperation
dynamics in SG
2.Serious Games for
Collaborative Learning
1.
Competition and cooperation dynamics in SG
35. Margarida Romero, Ph. D.
Collaborative GBL & Group Awareness
Small group #1
Small groups playing TOGETHER, AGAINST other small groups in a
collaborative SG
Small group #2
Small groups competing AGAINST other groups
Integroups sharing Knowledge is conterproductive
Individual
learner #1
Individual
learner #2
Individual
learner #3
Individual
learner #4
Individual learners collaborating TOGETHER, AGAINST the other small groups
Intragroup sharing Knowledge is a productive strategy
Learners’ (previous) knowledge
elicitation for facilitating the
awareness of the MKO
Positive interdependence through
common performance interest
(intragroup cooperation and
intergroup competition)
Multiplayer Serious Game. Situation II: Intergroup competitition
Competition and cooperation
dynamics in SG
2.Competition and cooperation
dynamics in SG
2.Serious Games for
Collaborative Learning
1.
Competition and cooperation dynamics in SG
39. @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
40. 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/
41. Romero, M., Sawchuk, K., Blat, J., Sayago, S., & Ouellet, H. (2016). Game-Based Learning Across the Lifespan. Springer.
42. Romero, M., Sawchuk, K., Blat, J., Sayago, S., & Ouellet, H. (2016). Game-Based Learning Across the
Lifespan. Springer.