Introduction to maker education and educational robotics - 2 ECTS

Introduction to maker education and educational robotics aims to develop a curious and DIY approach to education in which the participants engage actively in maker-based approaches and educational robotics. Team work and co-creative attitudes (curiosity, tolerance to ambiguity, tolerance to error, risk taking) will be valued during the course.  

 

Learning objectives

This course aims to engage students in a participatory project to introduce learning-by-making and educational robotics. Learning-by-making, which drives maker education (makered) is a creative computing approach aimed at engaging learners in the construction of digital and tangible artefacts through the use of technologies (Martin, 2015). Maker-based projects are often oriented towards  21st-century skills, such as creative problem-solving. In maker activities, learners are engaged in a learning-by-making approach through co-designing and co-constructing teaching and learning through creative use of different analog and digital technologies.

 

Course content

The course is organised around 5 main topics:

(20 hours + 14 hours during the intensive week)

  1. The need for transformation of our student's reality.
  2. Students’ need for different skills.
  3. The gap between your community’s learning model and the film’s
  4. The constructionism approach.
  5. Initiatives for empowerment.
 

Assessments

Design a MakerEd initiative for your community school/institution and present it as a conference poster.

 

Teacher

Jorge Sanabria, U. Guadalajara (Mexico)

Jorge Sanabria
Jorge Sanabria

Digital Expertise - 3 ECTS

Digital systems are everywhere in an every sphere of our lives: from leisure to academia, and they are also transforming the way we work and collaborate. In this context, citizens must develop a better understanding of digital systems in order to be drivers of their personal, social and professional lives. In this course, participants will be introduced to basic computer-science concepts, mandatory to understanding how digital objects and systems work.

 

Learning objectives

- Master the basic computer-science concepts mandatory to understanding how digital objects and systems work

+ Being able to initiate these concepts using active unplugged pedagogical tools and online gaming tools

- Being able to participate to a handmade digital object development team, including data specification and software development

+ Being able to supervise a student team involve in such a project
 

Course content

The course is organised around 3 main topics:

(30 hours)

  1. Cultural skills on algorithms, information, networks and hardware.

  2. Technical  skills, regarding computer science introduction.

  3. Maker skills regarding, Scratch creative programming, and Web object design and unplugged activities.

    For each skill, not only will you gain the skills, but also teach how to learn how to learn it.

Assessments

Knowledge acquisition will be auto-evaluated via quiz, after each section.

Skills acquisition will be evaluated via the production of small resources.
Teaching skills on these subjects will be evaluated

  - either via peer to peer online simulation activities, and during the meet-up.

   - or for students engaged in parallel in teaching activities, 

via their feedback about practicing these activities with their own students.


 

Teacher

Thierry Viéville, Inria (France)

Game Based Learning: From design to the learner experience. - 3 ECTS

The main objective of Game Based Learning: From design to the learner experience, is to develop competencies for the analysis, design, pedagogical integration and evaluation of serious games and digital game based learning activities in an educational setting.

 

Learning objectives

The Game Based Learning course is hybrid from a pedagogical and methodological point of view. The course aims to develop a Community of Learners (CoL) between students, the professors, and external actors related to the community of interest (on serious games, learning through play and gamification present in social networks).


 

Course content

The course is organised around 9 main topics:

(25 hours)

  1. Introduction to Game Based Learning (GBL), serious games and gamification
  2. Can we learn through Game Based Learning ?
  3. Game design and the Game mechanics and Learning Mechanics (LMGM model)
  4. Introduction to prototyping and digital game development
  5. Game modalities, game universe and Narratives
  6. Assessment in GBL
  7. Game Creation Platforms
  8. Customization and adaptation of serious games
  9. The economic sector of digital gaming

 

Assessments

Assessment of the course will take into consideration the five activities of the course. The grade on each activity will be ponderated considering the hour charge of the activity:

A 100 point scale will be used for the whole course. 

  • 0 to 30 points. Activity #1. Collaborative paper on GBL

  • 0 to 10 points. Activity #2. Identify LMGM in existing serious games.

  • 0 to 30 points. Activity #3. Prototyping a serious game (modalities, game universe, narrative, LMGM) and evaluating it. 

  • 0 to 10 points. #Activity 4. Technical guidelines for the serious game development.

0 to 20 points. #Activity 5. Business model for the serious game prototype.

 

Teacher

Margarida Romero, UCA, INSPE (France) 

Digital Culture and Ethics - 2 ECTS

Digital Culture and Ethics focuses on the impact on society of interacting with new media. In this course, the integration of new technologies in societies will be critically examined both regarding their positive and negative impact on our lives. Being able to identify and elaborate on how new media affect us, you will be introduced to the fundamentals of designing digital human experiences. Eventually, by the end of the course, you will design and present an educational project aiming to have meaningful impact on society.

 

Learning objectives

Be able to identify the technologic integration on different fields of human activity and critically examine its impact (whether positive or negative).

Understand the principles of designing digital experiences with a focus on accessible learning interfaces.

Be introduced to designing digital learning experiences aiming at improving people’s lives.


 

Course content

The course is organised in 3 main topics:

(20 hours)

  1. Critical perspective of digital cultures

  2. Design of human learning experiences

  3. Design for change

Assessments

The evaluation is a combination of:

A first assignment in the form of a written essay on a chosen topic which should contain between 1000-2000 words and can include any type of media, including text, images, videos, etc.

A second assignment where you will be asked to propose a project that will have a positive impact to your society or the world in the form of a Business Model Canvas.

Teacher

George Kalmpourtzis, Infinitivity Design Labs (France)

Educational Informatics - 3 ECTS
This course will bring the student to the edge of the state of the art regarding EdTech foundations (machine learning, semantic web, cognitive modeling) This course minimizes the technical prerequisite, while subjugating such frameworks to pedagogical objectives and educational values.
 

Learning objectives

Master the underlying mechanisms of online courses and digital educational resources in order to not only use such edtech but also co-construct new edtech resources.

Develop a critical view of such methods to put pedagogy in the center of the educational resources design.

Get familiar with the nowadays or soon best available tools to build and optimize innovative and smart edtech environments 

Course content

The course is organised around 4 main topics:

(30 hours)

Modeling the learning objective and resources : using ontologies as a framework to specify : why to learn, what to learn and how to learn.

Modeling the learning and the learner : using learning analytics to delegate low-level learning interaction to software in order to concentrate on pedagogy.

Modeling the learning environment : using learning analytics to explore all available data with the aim to improve learning.

Modeling the learning teacher : using machine learning non-human algorithms (e.g. deep learning) to better concentrate on the human.


 

Assessments

The evaluation is twofold: 

  • Short original review paper production on one aspect of these edtech (e.g., review of an existing tool, critical analysis of a research paper, …)

  • EdTech module design presentation (i.e., educational objective, low-tech versus high-tech design, learner and learning specification, edtech requirements, post design evaluation process).



Teacher

Luis Galindo, Canopé (France)
 

Innovation and Co-Creativity - 3 ECTS
The Innovation and co-creativity course aims to develop the critical and creative competencies of the participants through a series of activities in which co-creation approaches will be developed and analyzed combining both a practical and research-based perspective.

 

Learning objectives 

The Innovation and co-creativity course aims to develop the critical and creative competencies of the participants through a series of activities in which individual and co-creative approaches will be developed and analysed, combining both a practical and research-based perspective. Through different case studies we will differentiate creativity from innovation and consider the different stages of these processes both in educational and industrial settings.

Creativity will be considered with a special focus on edTech approaches for helping the participants to create edtech solutions and activities that engage the learners in creative uses of technologies (Resnick, 2017; Romero, Laferrière & Power, 2016). 

Creativity criteria and evaluation will help the participants to develop an outcome-based approach and they will be able to evaluate creativity in their edtech projects.


 

Course content

The course is organised in 5 main topics:

(30 hours)

  1.  Innovation and creativity, a walk through creativity literature.
  2. The pressure of information overload. Enhance your creative abilities.
  3. Innovation, creativity and tools: two ways to generate ideas (individual)
  4. Innovation, creativity and tools: how to generate collaborative ideas
  5. Critical thinking and creativity.

 

Assessments

Assessment of the course will take into consideration the five activities of the course. The grade on each activity will be weighted considering the hour charge of the activity:

 

A 100 point scale will be used for the whole course. 

 
  • 0 to 20 points. Activity #1.

  • 0 to 30 points. Activity #2. 

  • 0 to 30 points. Activity #3. 

  • 0 points. Activity #4.

0 to 20 points. Activity #5.

 

 

Teacher

Cindy De Smet, UCA, INSPE (France)

Introduction to Education and Disruptive Pedagogy - 1 ECTS

Students will be able to develop the comprehension of diverse forms of knowledge creation, from classic pedagogies to disruptive ones. They will create a cartography of active learning methods and tools and be able to practice two original methods to disrupt class (brainwalking and market places).

 

Learning objectives

This course aims to develop the comprehension of diverse forms of knowledge creation, from classic pedagogies to disruptive ones. Through a series of activities and research, participants will use effectual and design thinking methods to create their own vision of disruption based on a complex problem they actually want to solve. 




Course content

The course is organised in 4 main topics:

(10 hours)

  1. Discovering disruption
  2. Questioning Education
  3. Capitalising on best practices
  4. Reflecting

Assessments

Assessment of the course will take into consideration the two main activities of the course.

A 100 point scale will be used for the whole course.

  • 0 to 40 points. Activity #1. Top ten team outcome

  • 0 to 30 points. Activity #3. Problem solving canvas 

0 to 30 points. Activity #3. Disruptive solution (0-10 : real need; 0-10 : original solution 0-10 : inspiring pitch)

 
 

Teacher

 

George Kalmpourtzis, Infinitivity Design Labs (France)

Introduction to Instructional Design - 3 ECTS

In this course, we are going to answer (fully or partially) to the following questions: What an instructional designer really does? What are the main principles and theories that we can use in instructional design? What are their strengths and weaknesses? How do we communicate with content providers? How do we do learning scenarios together with teachers?

 

Learning objectives

Present the variety of instructional designer’s jobs and possible responsibilities

Know the main theories used in instructional design and approach them critically

Work with a content being a non-specialist of the field in order to apply learning design methods

Work with basic functionalities in Moodle and Adobe Connect

Design a pedagogical scenario in a group


 

Course content

The course is organised in 4 main topics:

(approximately 30 hours and half)

  1. What an instructional designer does ?
  2. Collaborative dictionary
  3. Models and theories in instructional design
  4. ADDIE and other models


 

Assessments

Collaborative dictionary 20%

Video on theories and models 40%

Forum discussion and moderation 30%

Participation in online classes : 10%

 

Teacher

Irina Otmanine, UCA, CAP (France)

Cognitive Neuroscience in Education - 2 ECTS
The main objective of this course is to know how the learner's brain works, in order to propose an adapted learning environment. 


Learning objectives

Advances in neuroscience and cognitive psychology allow us to optimize learning by understanding how the brain works and by proving or disproving the effectiveness of certain techniques and the truthfulness of certain beliefs (i.e., neuromyths). This course, therefore, presents the main learning mechanisms and concrete examples of application in learning situations. Students will have to think about their teaching posture and/or their way of creating pedagogical tools in the light of the elements presented.
 

Course content

The course is organised into 3 main topics:

(30 hours)

  1. Cognitive neurosciences for learning

  2. Executives functions

  3. The memory systems

Assessments

Students will be asked to describe how they integrate these notions into their projects, or would integrate them into a desired project.



Teacher

Anaïs Leroy, UCA, LINE (France)