MakerEd and technocreative projects II - 2 ECTS
In this course, you will develop a MakerEd activity for your students or audience based on the Gradual Immersion Method. At first, you will experience a hands-on project that will allow you to understand its process so afterwards you can design your own Learning Objects.
 

Learning objectives

The "MakerEd and technocreative projects II” aims to engage the students in a participatory project to introduce learning-by-making and educational robotics. Learning-by-making, which drives the maker education (MakerEd) is a creative computing approach aiming to engage the learners in the construction of digital and tangible artefacts through the use of technologies (Martin, 2015). The maker-based projects are often oriented towards 21st-century competencies, such as creative problem-solving. In maker activities, learners are engaged in a learning-by-making approach through co-designing and co-constructing pedagogical sequences sue by the creative use of different analogical and digital technologies.

 

Course content

The course is organised into 2 main topics:

(20 hours)

  1. GIM based prototyping sprint
  2. MakerEd Learning Object (L.O.)
 

Assessments

- 2 activities on Miro.com following the three stages of the Gradual Immersion Method (GIM).
- Discussion around a MakerEd documentary.
- Design and publish a MakerEd Learning Object.

Teacher

Jorge Sanabria, U. Guadalajara (Mexico)

Jorge Sanabria
Jorge Sanabria

Digital Expertise II - 2 ECTS

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

Learning objectives

  • Develop an awareness of digital systems in our daily lives and understand the concepts and principles behind these systems
  • Being able to develop a (critic and creative) understanding of these concepts, including 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.
 

Course content

The course is organised into 3 main topics:

(25 hours)

  1. Cultural skills on algorithm, 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, we are going to gain it, and also teach how to learn how to learn it.

Assessments

Knowledge acquisition is going to be auto-evaluated via quiz, after each section.

Skill acquisition is going to evaluated via the production of small resources.
Teaching skills on these subjects are going to be evaluated:

  • either via peer to peer online simulation activities and during the meet-up.
  • or for students engaged in parallel teaching activities, via their feedback about practicing these activities with their own students.

 

Teacher

Thierry Viéville, Inria (France)

Game Based Learning. From prototyping to the evaluation of the game experience. - 3 ECTS
The main objective of the "Game-Based Learning. From prototyping to the evaluation of the game experience" course is to develop competencies for prototyping a digital game-based learning activity 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 into 3 main topics:

(20 hours)

  1. Prototyping
  2. Development
  3. Economic model and distribution strategies

 

Assessments

Create a Game-based learning prototype and describe it through a serious game prototype document.


 

Teacher

Margarida Romero, UCA, INSPE (France) 

Digital Culture and Ethics II - 2 ECTS

Digital Culture and Ethics focuses on the impact of interacting with new media on society. In this course, the integration of new technologies in societies will be critically examined both regarding their positive and negative impact in 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 a 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 into 2 main topics:

(20 hours)

  1. Deep Dive in Digital Ethics

  2. Ethics in Educational Games

Assessments

The evaluation is going to be a combination of:

A first assignment where you will have to write an 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 that reflects on the game design project (from the Game-Based Learning course), you will have to write an essay on a chosen topic which should contain between 1200-3000 words around the Ethical Aspects of your Game Design.

Teacher

George Kalmpourtzis, Infinitivity Design Labs (France)

Educational Computing II - 2 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

This course is a co-development between students and instructor·s. Students will on one hand identify what are the main technical topics to consider underneath EdTech tools and gain a deep understanding of at least one of the topics listed below, a create content regarding this topic in a Smart EdTech-way and share that content with their peers. Other students also get to know the other topics, however more on an introductory level.

 

Course content

The course is organised around 3 main topics:

(20 hours)

- Understanding randomness and using statistics
- Understand and use learning ontologies
- Understand and use of machine learning  

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

Chloé Mercier, INRIA (France)
 
Collaborative creativity - 2 ECTS
The “International participatory co-creativity” course aims to develop the critical and creative competencies of the participants through a series of activities, in which (co-)creative approaches will be developed and analyzed combining both a practical and research-based perspective.
 

Learning objectives 

The “Collaborative 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 3 main topics:

(30 hours)

  1. The cognitive process of visualization for learning: train yourself to generate better ideas.
  2. Innovation, creativity and tools: generate collaborative ideas
  3. Critical thinking, creativity and ethics (M1+M2).

 

Assessments

Assessment of the course will take into consideration the 2 activities of the course:

  • Individual sketching task

  • Your SMART goal discussed with your peers

 

Teacher

Cindy De Smet, UCA, INSPE (France)

Disruptive Pedagogy in action - 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 3 main topics:

(20 hours)

  1. Research & Analysis
  2. Designing and facilitating change management in education
  3. Learning & Empowerment

Assessments

A first assignment around the topic Can you identify and analyse a disruptive technology case study? where you will have to write an 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 around the topic How are you managing change? where you will have to write an essay on a chosen topic which should contain between 1000-2000 words and can include any type of media, including text, images, videos, etc.
 

Teacher

 

George Kalmpourtzis, Infinitivity Design Labs (France)

Instructional Design II - 3 ECTS
In this course, we are going to work on some trends in Instructional design and at the same time learn how to create online resources and activities using different possibilities of Moodle and integrated tools, like Zoom, Panopto etc. (as we have it in free access at our university). The idea is to create activities and resources for student's work of approximately 5 hrs on your topic. And then we can test this with real students if you wish !



Learning objectives

  • Write learning outcomes for a course/lesson using Bloom's taxonomy
  • Create a detailed scenario of an online course taking into account the learning outcomes and available tools
  • Remotely work in a team Explain the main trends in instructional design
  • Create online resources and activities using Moodle and other associated tools

Course content

The course is organised in 4 main topics:

(approximately 30 hours and half)

  1. Writting Learning Outcomes
  2. Multimedia tools
  3. Pedagogical scenario of your course
  4. Creating multimedia content
  5. Wrap up and feedback


 

Assessments

Writing learning outcomes

Pedagogical scenario

Creating multimedia resources

 

Teacher

Vivien Lake, UniCA, CAP (United Kingdom)

Cognitive science in Education II - 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

Victoria Prokofieva, UCA, LINE (France)
Learning Analytics II - 2 ECTS

This course will bring the student at the edge of the state of the art regarding EdTech learning analytics minimizing the technical prerequisite, while subjugating such framework to pedagogical objectives and educational values.
 

Learning objectives

In this course, you will develop an understanding of Learning Analytics theories and processes. You will also explore different types of educational data.

In addition, the surrounding areas of learning analytics are considered: ethics and privacy issues; how other disciplines contribute to the advancement of Learning Analytics and how strategies on Learning Analytics can assist in improving education and training.

What you are not going to learn are the technical details around statistics and data processing/analysis involved in Learning Analytics, but we will give you the necessary elements to go further in case you want to follow this path in your professional or research project.

 

Course content

The course is organised around 2 main topics:

(20 hours)

- Behavior Detection and Text Analysis
- SCORM and xAPI

Teacher

Luis Galindo, Canopé (France)

Assessments

The general objective of the final assessement is to imagine a project that could integrate a Learning Analytics approach. It can be a project that already exists (an educational game, an application, etc.) or a teaching-learning situation imagined by the student or in which the student is working on.

Introduction in Research - 2 ECTS

The “Introduction to research” course is organised through a Community of Learning (CoL). In this CoL we will make human and educational values explicit in order to develop an approach of learning, inquiry, action and creation of ethical knowledge. In our CoL, the core values are collaboration and mutual aid. Our main goal is to help and adopt a caring attitude towards all members of the CoL.

 

Learning objectives

At the Masters level, you can develop a research activity based on existing research studies. But at the PhD level, you need to contribute to your field. The originality of your research becomes crucial. Your PhD proposal needs to have novelty and relevance for the field being studied or the society. Even if it is a research that has been done before, you need to be able to offer new perspectives to it.

 

Course content

The course is organised around 7 main topics:

(15 hours)

-What is Research in the Learning Sciences?
-Essential Skills Required in a Researcher
-The Research Process
-Epistemological and Methodological Perspectives
-Other Domain Contributions
-Doing the Groundwork: Reading Other Research Papers
-Key Aspects for Academic Writing

Teacher

Margarida Romero, LINE, UCA (France)

Assessments

- Option 1. Short paper. Within this assignement you will develop a research perspective on one of the topics of educational research. The short paper should be developed on one of the topics of the course. The short paper should respect the research methodology process and format required for scientific research. 

- Option 2. PhD proposal (basic release). Within this assignment you will develop a PhD proposal on the topic of your choice. The PhD proposal should include the problem statement, the research objectives and the methodology.