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.

1. Research supported by
@margaridaromero
margarida.romero@fse.ulaval.ca
Professeure en technologie éducative
Faculté des Sciences de l’Éducation
Université Laval
Feat. Vibot the robot
and Scratch

2. @margaridaromero
Should kids use technologies ?

3. @margaridaromero
Learners as ICT
consumers
(Interactive ICT usage)
Learners as ICT co-
creators
(Participatory Knowledge
Co-Creation)
Intergenerational creative
programming
Src:CultOfMac.com
Src:Ladieslearningcode.com
Is not about the technology (nor its intentions) but about its actual
pedagogical use.

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

5. Creative
programming
activities
○ Critical thinking
○ Collaboration
○ Creativity
○ Problem solving
○ Computational
thinking
Romero (2016). Design : Dumont

6. @margaridaromero
Learners as ICT co-creators
(Participatory Knowledge Co-Creation)
Intergenerational creative programming
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.

7. @margaridaromero
Orchestrating intergenerational creative programming
workshops (I)
Senior participants (50+)
Acting as Narrative directors,
sharing a life experience
related to the Social Sciences
curriculum.
Younger 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

8. @margaridaromero
Orchestrating intergenerational creative programming
workshops (II)
#Vibot the robot, an intergenerational book about programming and
educational robotics. Available in French and English (paper and online).

9. @margaridaromero
Orchestrating intergenerational creative programming
workshops (II)
#Vibot studio on #Scratch

10. @margaridaromero
References and ressources
#CoCreaTIC
https://margaridaromero.wordpress.com/
Romero, M., Davidson, A-L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to
code: from procedural puzzle-based games to creative programming. CIDUI.
Romero, M., & Ouellet, H. (2016, July). Scaffolding Digital Game Design Activities
Grouping Older Adults, Younger Adults and Teens. In International Conference on
Human Aspects of IT for the Aged Population (pp. 74-81). Springer International
Publishing.
Romero, M. (2016). De l’apprentissage procédural de la programmation à
l’intégration interdisciplinaire de la programmation créative. Formation et
profession, 24(1), 87-89. http://dx.doi.org/10.18162/fp.2016.a92
Romero, M., Laferriere, T., & Power, T. M. (2016). The Move is On! From the Passive
Multimedia Learner to the Engaged Co-creator. eLearn, 2016(3), 1.
Romero, M., & Loufane. (2016). ViBot, le robot. Québec, QC: Publications du Québec.
Romero, M., & Vallerand, V. (2016). Guide d’activités technocréatives pour les
enfants du 21e siècle (Vol. 1). Québec, QC: Createspace.

11. Research supported by
@margaridaromero
margarida.romero@fse.ulaval.ca
Professeure en technologie éducative
Faculté des Sciences de l’Éducation
Université Laval
Thank you for
your attention
All feedback is
welcome