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ICT, Education and Creativity
Scholar Year: 2022/2023 - 2S
| Code: |
SIESE08 |
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Acronym: |
IEC |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| SIESE |
14 |
Study_Plan_2016 |
1º |
5,0 |
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Teaching language
English
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
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.
Syllabus
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: educational robotics
Demonstration of the syllabus coherence with the UC intended learning outcomes
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.
Teaching methodologies
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.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
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.
Assessment methodologies and evidences
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 class activities 40%
Final Project proposal 10%
Final Project development 20%
Project presentation 15%
Individual report 15%
Attendance system
Students must participate in, at least, 75% of classes.
Bibliography
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
Brennan,K., Balch, C. Chung, M. (2018). CREATIVE COMPUTING. Harvard Graduate School of Education. Online:
http://scratched.gse.harvard.edu/guide/files/CreativeComputing20141015.pdf
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
Web references
http://appinventor.mit.edu/explore/get-started.html
https://scratch.mit.edu/
http://scratched.gse.harvard.edu/ct/
Robinson, Ken. (2006). TED Talk. https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity
Resnick, Mitchel. (2012). TED Talk. https://www.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code
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