Design Requirements for Educational Robotics Activities for Sustaining Collaborative Problem Solving

Kamga, Raoul; Roméro, Margarida; Komis, Vassilis; Mirsili, Anastasia

doi:10.1007/978-3-319-55553-9_18

Cited by 11 publications

(9 citation statements)

References 3 publications

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“…It is essential that this aim be reflected in the design of pedagogical sequences built by teachers and lived by learners to train children to the increased complexity of our world. Developing creativity competency is achieved through complex, creative, contextualized, dynamic, digital uses that transform the way we teach and, above all, transform the way learners learn [43]. Within this chapter, we have stressed the importance of moving from an individual way of developing creativity competency to embrace a more collective approach of this competency in order to increase the society capacity to better solve team-level challenges and also increase the citizens' capabilities to deal with societal and global challenges requiring the subject to engage in a creative attitude to overcome current difficulties.…”

Section: Resultsmentioning

confidence: 99%

From Individual Creativity to Team-Based Creativity

Roméro¹

2020

Toward Super-Creativity - Improving Creativity in Humans, Machines, and Human - Machine Collaborations

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Supporting the development of creative competency is important for the actual challenges of the society. However, creativity has been mainly approached in an individual way, without considering the specificities of team-based creativity processes. In this chapter, we establish the differences between creativity as an individual approach and creativity as a collaborative process. Then we discuss creativity from the perspective of the leaners' and teachers' attitudes. Subsequently, we discuss the concept of the margin of creativity in different learning activities. We finalize this chapter by discussing digital uses that can support creativity in teambased contexts.

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Section: Resultsmentioning

confidence: 99%

From Individual Creativity to Team-Based Creativity

Roméro¹

2020

Toward Super-Creativity - Improving Creativity in Humans, Machines, and Human - Machine Collaborations

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“…However, in order to reach a safe conclusion on whether and how robotics affect cognitive, social skills and stimulate self-esteem and self-confidence of students, or if it is temporary and transient, long-term and systematic research is required [27]- [28]. It is not always easy to design robotics activities to support collaborative learning, as there are very few examples of teacher guidance [29].…”

Section: Discussionmentioning

confidence: 99%

STEM and Collaborative Learning: An Alternative Approach

Nikiforos¹,

Kolyvas²

2020

EJERS

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STEM education in Greek schools has become more prevalent in recent years, mainly through the implementation of Educational Robotics projects. Small-scale working groups of handpicked participants constitutes the main practice of implementing these projects, aiming to participate in competitions for the purpose of discrimination. These projects are usually a parallel school activity concerning only the participants in it, having relatively little impact on school community. An alternative teaching approach is proposed and applied in the present research consisting of collaborative activities between volunteer participants who created a learning community. Results show that the proposed method satisfied students and generated their interest in both the future engagement with Robotics and the participation in similar collaborative activities.

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“…Ainsi, des élèves de maternelle peuvent prendre conscience du déplacement d'un robot en utilisant le sol carrelé de la classe et s'initier aux algorithmes. L' enseignant est un accompagnateur qui veille à l'utilisation efficace du temps et au développement de valeurs éducatives, comme l' entraide, mais aussi des attitudes comme la tolérance à l'ambiguïté (Kamga, Romero, Komis et Mirsili, 2017). Ces valeurs ouvrent la voie à une collaboration sereine, à des échanges menés de manière fluide au sein d'un climat de confiance, c' est-àdire dans « un milieu sûr et bienveillant [...] dans un bon rapport au savoir, dans le plaisir d'apprendre, dans l'ouverture au monde et qui mise sur l'autonomisation (empowerment) de chacun de ses membres dans le développement de leur créattitude ou de leur attitude créative envers le monde » (Romero et al, 2017, p. 49).…”

Section: Modèle Multiniveaux Pour La Pédagogie Créativeunclassified

Conception d’activités technocréatives pour le développement d’une pédagogie créative

Heiser

Roméro

Smet

et al. 2020

Formation-profession

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Conception d'activités technocréatives pour le développement d'une pédagogie créative Formation et profession 28(2), 2020 • 1 ésumé La pédagogie créative engage les différents acteurs et composantes d'une situation d'apprentissage. Dans le présent article, nous décrivons le rôle que des médiations pédagogiques dites technocréatives peuvent jouer pour favoriser l' engagement des élèves dans le cadre d'une démarche de pédagogie créative. Nous présentons ces médiations pédagogiques en lien avec la notion d' expérience vécue dans le but d' enrichir leur conception. C' est en anticipant sur les ressources et le sens que les élèves vont leur attribuer que réside le potentiel de l'approche technocréative : leur capacité à appuyer le développement de l' esprit critique des élèves face aux dispositifs numériques qui les entourent.

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Design Requirements for Educational Robotics Activities for Sustaining Collaborative Problem Solving

Cited by 11 publications

References 3 publications

From Individual Creativity to Team-Based Creativity

From Individual Creativity to Team-Based Creativity

STEM and Collaborative Learning: An Alternative Approach

Conception d’activités technocréatives pour le développement d’une pédagogie créative

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