ICT, Education and Creativity

Ficha de unidade curricular - Ano letivo 2017/2018

Língua de Ensino

Inglês

Objetivos de aprendizagem (conhecimentos, aptidões e competências a desenvolver pelos estudantes)

Synopsis

The emergence of block programming languages has allowed an easier way to carry out activities that promote the development of computational thinking and stimulate creativity by building projects that include diverse media or physical means such as robots or drones.

Starting from the ideas of the different groups of student which will be materialised in the design of a project, skills will be developed in the fields of programming and development of multimedia projects, as well as robots and drones programming, linking the two-dimensional plan (screen) and the tangible elements of the tri-dimensional world.

Emphasis will be given to connections between education, creativity and computing science, by encouraging the development of students' projects, thus giving substance to their own proposals, working in small groups and sharing them with everyboby. These projects can be implemented within any area of knowledge and may involve curricular subjects or social issues.

In this course we also aim to develop, in addition to digital skills, other skills in the fields of creativity, critical thinking, problem solving, collaboration and sharing.

Conteúdos programáticos

1. The potential of ICT use for Education: contributions of ICT to the development of creative projects
2. Visual programming languages: using computational thinking and problem solving to create
stories and interactive games
3. From screen to real world: robotics and drones

Demonstração da coerência dos conteúdos programáticos com os objetivos de aprendizagem da UC

This course is organized in a way that contents and learning activities proposed matched with syllabus will promote competencies presented in learning outcomes. From specific articles and videos, students gain understanding around implications of ICT uses in education as well as basics of creative process and creative activities for students. Developing their own projects with visual programming languages, students will gain competencies in computational thinking, problem solving and project development.

Metodologias de ensino

Sessions will take place in Lab with computers and software and it’s expected that students express their visions after reading and watching videos. Discussions will take place afater students have done their work and share with each other.
Programming activities and project implementations will evolve form guided activities and learning samples to student projects, proposed by teams in the context of their creations.
Specific knowledge will be presented in an “just in time” and “just as needed” bases.

Demonstração da coerência das metodologias de ensino com os objetivos de aprendizagem da UC

The learning outcomes will be shown in the different developed projects and teaching methodologies are related with the knowledge needs for the specific projects. It is expected that students will transfer their learning to other contexts.

Metodologia e provas de avaliação

Assessment will be made continuously by observing students engagement in the proposed activities and also by the quality of products they will develop.
The final evaluation will be distributed as follows:
Participation in the activities 20%
Project proposal 20%
Project development 40%
Project presentation 10%
Individual report 10%

Regime de assiduidade

Students must participate in, at least, 75% of classes.

Bibliografia

Azzam, Amy M. (2009). Why Creativity Now? A Conversation with Sir Ken Robinson. In Educational Leadership - Teaching for the 21st Century - September 2009, Volume 67, Number 1. Online: http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Why-Creativity-Now%C2%A2-A-Conversation-with-Sir-Ken-Robinson.aspx

Baer, J. (2016). Creativity doesn’t develop in a vacuum. In B. Barbot (Ed.), Perspectives on
creativity development. New Directions for Child and Adolescent Development, 151, 9–20. Online: https://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=2&sid=2006e0f3-bcce-4cba-adfa-1541386f3a1b%40sessionmgr104

Brennan, Karen. (2009). Design Studio Activities. Online: http://scratched.gse.harvard.edu/resources/design-studio


Resnick, Mitchel et all. (2005). Design Principles for Tools to Support Creative Thinking. Institute for Software Research - Carnegie Mellon University. Online: http://repository.cmu.edu/cgi/viewcontent.cgi?article=1822&context=isr

Resnick, Mitchel. (2009). Kindergarten Is the Model for Lifelong Learning. Online: http://elementaryassistant.com/wp-content/uploads/2010/05/kidergarten-is-the-model.pdf

Roque, Ricarose. (2015). Family Creative Learning Facilitator Guide. Online: http://scratched.gse.harvard.edu/resources/family-creative-learning-facilitator-guide

Sharp, Caroline. (2004). Developing Young Children's Creativity: What can we learn from research?. The National Foundation for Educational Research in England and Wales. Online: https://www.nfer.ac.uk/media/1327/55502.pdf