How social are Scratch learners? A comprehensive analysis of the Scratch plat...Jesús Moreno León
How social are Scratch learners? A comprehensive analysis of the Scratch platform for social interactions.
Paper presented at the 'FLOSS education and computational thinking workshop' - 12th International Conference on Open Source Systems. 2 June 2016, Gothenburg, Sweden
Borrador Marco Común de Competencia Digital DocenteINTEF
Borrador del marco Común de Competencias Digital Docente con propuesta de descriptores V 1.0. Proyecto “Marco Común de Competencia Digital Docente” del Plan de Cultura Digital en la Escuela, 2013 del Instituto de Tecnologías Educativas y de Formación del Profesorado (INTEF)
How social are Scratch learners? A comprehensive analysis of the Scratch plat...Jesús Moreno León
How social are Scratch learners? A comprehensive analysis of the Scratch platform for social interactions.
Paper presented at the 'FLOSS education and computational thinking workshop' - 12th International Conference on Open Source Systems. 2 June 2016, Gothenburg, Sweden
Borrador Marco Común de Competencia Digital DocenteINTEF
Borrador del marco Común de Competencias Digital Docente con propuesta de descriptores V 1.0. Proyecto “Marco Común de Competencia Digital Docente” del Plan de Cultura Digital en la Escuela, 2013 del Instituto de Tecnologías Educativas y de Formación del Profesorado (INTEF)
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Presentation at Tallinn University.
Archimedes Foundation fellow - Research visit during 3 months at TLU.
Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.
Supporting educators as designers of complex blended learning scenarios: visu...Laia Albó
Presentation of my research work to PAWS research group, during my visit to the School of Information Sciences of the University of Pittsburgh. 26th February, 2019.
How we can teach Educational Robotics to foster 21st learning skills through ...Alexandra Sierra
This paper provides a framework for (1) how we can foster
the 21st century learning skills with educational robotics and some pedagogic strategies, (2) how Problem Based-Learning (PBL) can be used
for teaching educational robotics, (3) How we can use a friendly technology to teach educational robotics such as S4A and Arduino, and (4) the evaluation of critical thinking through PBL. Quantitative results has been presented to describe frequency codes, co-occurrences and similarity, and linking analysis about students critical thinking skills during PBL phases. In conclusion, the qualitative data provided valuable information on how teachers use educational robotics during PBL, what its advantages and limitations are, and how this topic may develop students cognitive skills.
Presentation in RIE 2018. Malta
The PDF version of a power point project that I put together for an online graduate level education course I took with American Intercontinental University
Applying and translating learning design and analytics approaches in your ins...Bart Rienties
This interactive workshop delivered by the University of Zagreb, Faculty of Organisation and Informatics (UZ) and the Open University UK (OU) will build on two large-scale implementations of learning design and learning analytics, and how you could potentially implement similar approaches in your institution. The OU has been implementing learning design for nearly 20 years as a structured design, specification, and review process for blended and online courses. The learning design is focused on "what students do" as part of their learning, rather than on "what teachers do" or on what will be taught.
Building on this work, UZ has recently developed the Balanced Design Planning (BDP) tool specifically for educators working in hybrid and blended contexts. The tool is more focused on intended learning outcomes and automated learning analytics and is currently being developed, tested, evaluated and implemented with 1000+ practitioners from dozens of institutions in 20+ countries as part of four European projects (eDesk, Teach4EDU, RAPIDE, iLED), and is publicly available for other institutions to use for free. It has been shown by studies conducted by OU and UZ that when these learning design (LD) approaches are used, they help educators to make real-time informed decisions based on learning analytics (LA) and improve the predictive modelling of student behaviour.
Attendees should bring their laptop for this workshop session.
Bart Rienties, Professor in Learning Analytics, Institute of Education Technology, The Open University
Trends and Innovations in Introductory CS CourseAayushee Gupta
Literature review of recent trends and innovations in teaching first year introductory CS course presented during Faculty Development Program at JIIT (6-11 July, 2015)
The disconnect between data collection and analysis across sectors of academic institutions makes it challenging to incorporate data into curricular design. Understanding the factors related to student persistence and success is unlikely to occur by focusing only on one sector at a time. Facilitating evidence-based course design might begin with the creation of a tool that allows real-time exploration of data across sectors for integration into the traditional course/curricular design. Our paper describes how data from institutional, learning, and what we call “developmental” analytics can be incorporated into course and curricular design by using a purposefully built analysis tool that permits the exploration of student and course objects. This Browser of Student and Course Objects (BoSCO) is being built in a faculty driven-process and can be used as a bridge between the analytics space and the course/curriculum design environments.
Xavier Prat-Resina has a PhD in Physical Chemistry. He is a faculty member at the “Center for Learning Innovation” in the UofM Rochester campus. His interests are the design of web materials to enhance student learning and to analyze student and course data to optimize the academic curriculum.
-It takes institutional, learning and developmental data to assess a curriculum.
-BoSCO is an agile tool that may encourage teachers to use analytics for course and curricular design.
-Evidence-based course design requires the involvement of many sectors of the academic institution.
Pensamiento computacional e inteligencia artificial en la educaciónJesús Moreno León
Presentación realizada en las Jornadas Iniciales Presenciales de Asesoramiento para PRODIG celebradas en Sevilla el 21 de noviembre de 2019. Se presentan ideas, recursos, resultados de investigaciones y normativa que respalda la introducción del pensamiento computacional y la inteligencia artificial en etapas educativas no universitarias.
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Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.
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Building on this work, UZ has recently developed the Balanced Design Planning (BDP) tool specifically for educators working in hybrid and blended contexts. The tool is more focused on intended learning outcomes and automated learning analytics and is currently being developed, tested, evaluated and implemented with 1000+ practitioners from dozens of institutions in 20+ countries as part of four European projects (eDesk, Teach4EDU, RAPIDE, iLED), and is publicly available for other institutions to use for free. It has been shown by studies conducted by OU and UZ that when these learning design (LD) approaches are used, they help educators to make real-time informed decisions based on learning analytics (LA) and improve the predictive modelling of student behaviour.
Attendees should bring their laptop for this workshop session.
Bart Rienties, Professor in Learning Analytics, Institute of Education Technology, The Open University
Trends and Innovations in Introductory CS CourseAayushee Gupta
Literature review of recent trends and innovations in teaching first year introductory CS course presented during Faculty Development Program at JIIT (6-11 July, 2015)
The disconnect between data collection and analysis across sectors of academic institutions makes it challenging to incorporate data into curricular design. Understanding the factors related to student persistence and success is unlikely to occur by focusing only on one sector at a time. Facilitating evidence-based course design might begin with the creation of a tool that allows real-time exploration of data across sectors for integration into the traditional course/curricular design. Our paper describes how data from institutional, learning, and what we call “developmental” analytics can be incorporated into course and curricular design by using a purposefully built analysis tool that permits the exploration of student and course objects. This Browser of Student and Course Objects (BoSCO) is being built in a faculty driven-process and can be used as a bridge between the analytics space and the course/curriculum design environments.
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Code to Learn with Scratch? A systematic literature review
1. EDUCON 2016, Abu Dhabi
Code to learn with Scratch?
A systematic literature review
J. Moreno-Le´on, Gregorio Robles
jesus.moreno@programamos.es, grex@gsyc.urjc.es
GSyC/Libresoft, Universidad Rey Juan Carlos
IEEE EDUCON 2016, Abu Dhabi, April 12th 2016
J. Moreno-Le´on, Gregorio Robles Code to learn with Scratch?
2. EDUCON 2016, Abu Dhabi
(cc) 2016 J. Moreno-Le´on and Gregorio Robles
Some rights reserved. This work licensed under Creative Commons
Attribution-ShareAlike License. To view a copy of full license, see
http://creativecommons.org/licenses/by-sa/3.0/ or write to
Creative Commons, 559 Nathan Abbott Way, Stanford,
California 94305, USA.
Some of the figures have been taken from the Internet
Source, and author and licence if known, is specified.
For those images, fair use applies.
J. Moreno-Le´on, Gregorio Robles Code to learn with Scratch?
3. EDUCON 2016, Abu Dhabi
Code to learn (I)
Logo programming language
Developed in the 1960s
Its educational impact was
intensively investigated in
the 70s and 80s
Students’ improvements in
maths (and other
disciplines) were proved
“Disappeared” from the
educational landscape since
mid-90s
Seymour Papert’s picture: jgora.net
J. Moreno-Le´on, Gregorio Robles Code to learn with Scratch?
4. EDUCON 2016, Abu Dhabi
Code to learn (and II)
New visual programming languages
Alice, Greenfoot, Kodu, Scratch
Code.org, EU Code Week, Africa Code Week, ArabCode.org
If there is no evidence showing educational impact of
programming, this resurgence of programming in schools
could disappear in a few years.
J. Moreno-Le´on, Gregorio Robles Code to learn with Scratch?
5. EDUCON 2016, Abu Dhabi
Research questions
RQ1. What K-12 subjects have used
programming with Scratch as an
educational resource?
RQ2. Is programming with Scratch a good
educational tool that enhances student
learning?
RQ3. What other skills are developed
while learning to code with Scratch?
Background picture: rebel-performance.com
J. Moreno-Le´on, Gregorio Robles Code to learn with Scratch?
6. EDUCON 2016, Abu Dhabi
Methodology
Figure: Systematic literature review process
Source: Guidelines for Performing Systematic Literature Reviews in Software Engineering
J. Moreno-Le´on, Gregorio Robles Code to learn with Scratch?
7. EDUCON 2016, Abu Dhabi
Selection of primary studies
Out of 107 located articles, the final number of selected papers is
15.
Motive of exclusion Number of papers
Focused on programming 32
No evidence provided 7
University students 7
Out of context 41
No English version 2
Articles not accessed 3
Table: Summary of article exclusion
J. Moreno-Le´on, Gregorio Robles Code to learn with Scratch?
8. EDUCON 2016, Abu Dhabi
Findings, RQ1
Paper Age Subject Environment
[21] Middle School Mathematics School
[22] 5th grade Mathematics, Language Arts Summer camp
[23] 3rd grade Mathematics School
[24] 5th grade Science School
[25] 5th grade Science School
[26] 10-14 years old Storytelling, Creative writing After school
[27] 12-14 years old Writing School
[28] 4th-5th grade English as a second language School
Table: Subjects learned through coding with Scratch
J. Moreno-Le´on, Gregorio Robles Code to learn with Scratch?
9. EDUCON 2016, Abu Dhabi
Findings, RQ2 (I)
Figure: Description of the 8 papers under investigation for RQ2
J. Moreno-Le´on, Gregorio Robles Code to learn with Scratch?
10. EDUCON 2016, Abu Dhabi
Findings, RQ2 (and II)
Subject Paper Proved results Non-proved results
Maths
[21] Significantly more positive attitudes
towards maths
[22] Test scores in maths highly cor-
related with programming perfor-
mance
[23] Improvements at comparing num-
bers and establishing order
No differences at spatial loca-
tion
Science
[24] How or if learners deepened
their science knowledge
[25] 61.5% reported a better under-
standing of science
L. arts
[26] 60% indicated their storytelling
skills improved
[27] Effective framework for facilitating
digital composition
English [28] Experimental improved more than
control groups
Table: Programming with Scratch to learn other subjects
J. Moreno-Le´on, Gregorio Robles Code to learn with Scratch?
11. EDUCON 2016, Abu Dhabi
Findings, RQ3 (I)
Figure: Description of the 7 papers under investigation for RQ3
J. Moreno-Le´on, Gregorio Robles Code to learn with Scratch?
12. EDUCON 2016, Abu Dhabi
Findings, RQ3 (and II)
Paper Proved results Non-proved results
[25] Better performance in logical think-
ing and problem solving
[30] Students in the treatment group
show improvement in their problem
solving skills at a rate greater than
those in the control group
[31] Improved problem solving ability
[32] The effect on problem solving abil-
ities is significant, especially at the
reason of prediction
No significant effect on logical
reasoning skills
[33] Improved problem solving skills and
reasoning practices
[34] Increase in self-confidence in prob-
lem solving ability
No significant differences in
problem solving skills
[35] Increase in logic, creativity and
learning skills
Table: Skills developed by programming with Scratch
J. Moreno-Le´on, Gregorio Robles Code to learn with Scratch?
13. EDUCON 2016, Abu Dhabi
Conclusions
Programming with Scratch to learn other subjects
8 studies
Very promising outlook
Most investigations did not follow basic recommendation for
education research
Programming with Scratch to develope other skills
7 papers
Positive results
Most investigations used control groups, pre- and post-tests,
and samples bigger than 30.
It is necessary to conduct further research with larger
samples to justify the use of programming as an
educational tool in K-12
Background picture: flamingcow.co.uk
J. Moreno-Le´on, Gregorio Robles Code to learn with Scratch?
14. EDUCON 2016, Abu Dhabi
Future Work
We are performing a broader systematic literature review,
not restricting the programming language to Scratch, in order
to:
1 Identify potential differences of different
programming languages
2 State stronger conclusions regarding the usefulness of
computer programming as an educational tool for
primary and secondary students
Background picture: Simon Cunningham
J. Moreno-Le´on, Gregorio Robles Code to learn with Scratch?
15. EDUCON 2016, Abu Dhabi
Code to learn with Scratch?
A systematic literature review
J. Moreno-Le´on, Gregorio Robles
jesus.moreno@programamos.es, grex@gsyc.urjc.es
GSyC/Libresoft, Universidad Rey Juan Carlos
IEEE EDUCON 2016, Abu Dhabi, April 12th 2016
J. Moreno-Le´on, Gregorio Robles Code to learn with Scratch?