Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play

Villarejo, Bea

doi:10.17583/remie.2019.4713

Cited by 57 publications

(87 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Finally, this study provides learners' input and preliminary insights into approaches that could be adopted to promote ML within the compulsory level of education in an African setting. As our society becomes more sophisticated and data-driven, it is crucial to support young learners in developing computational fluency and data-driven reasoning [34], [82]. These skills will enable them to fully participate in society and develop a more complete understanding of the world they live in.…”

Section: Discussionmentioning

confidence: 99%

“…It also frames the role of experts as that of guardians in the assimilation and construction of knowledge [30], [31]. Papert argues that all builders need building materials, and with adequate materials for the construction of knowledge, when children are allowed to act as designers, builders, and programmers of artifacts, they can learn essential skills in computational thinking, making, and action in the world [32]- [34]. Papert further stressed that novel ideas can be born when children are made active participants in designing and building artifacts they can ponder and share with others [35].…”

Section: B Pedagogical Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Preparing Middle Schoolers for a Machine Learning-Enabled Future Through Design-Oriented Pedagogy

et al. 2023

View full text Add to dashboard Cite

Machine learning (ML) literacy has recently been identified as one of critical skills students need to succeed as future creators and innovators. While the significance of introducing ML basics at kindergarten to twelfth grade (K-12) levels is increasingly acknowledged, there is limited research that focuses specifically on collaborative design of ML applications with middle school students. We posit that engaging young children to co-invent and make concrete prototypes improves their ideas, encourages them to become active participants, and allows them to establish the implications of the technology in their everyday lives. In order to lay the foundation for middle school ML education, we collaboratively designed and prototyped ML applications with 43 eighth grade students (ages 11 to 14) in a Nigerian school. The ideas generated by the students indicate that they began to identify the applicability of ML to their daily lives and as a solution to a plethora of societal challenges. This study provides learners' input and preliminary insights into approaches that could be adopted to promote ML within the compulsory level of education in an African setting. The research contributes to the limited body of knowledge available on effectively teaching ML to young learners using design-oriented pedagogy, especially in the context of an emerging country.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: B Pedagogical Frameworkmentioning

confidence: 99%

Preparing Middle Schoolers for a Machine Learning-Enabled Future Through Design-Oriented Pedagogy

et al. 2023

View full text Add to dashboard Cite

show abstract

“…É consenso na literatura que crianças, principalmente entre 4 e 6 anos de idade, aprendem significativamente melhor brincando (RESNICK; ROBINSON, 2017). Porém, temos aplicado o conceito da Aprendizagem Criativa na construção de projetos de extensão para universitários e como abordagem em cursos destinados a professores do ensino fundamental no Brasil (SZKUDLAREK et al, 2019), educadoras de day care (BRITO at al., 2019) e professoras de Português como Língua de herança nos Estados Unidos.…”

Section: Discussionunclassified

“…Alguns trabalhos têm sido extintos por ter tarefas assumidas por máquinas e robôs. Consequentemente, a adaptação constante dos indivíduos será o desafio diante das inovações tecnológicas, novas fontes de informação e novos canais de comunicação, pois dois terços dos estudantes de hoje trabalharão em serviços ainda não inventados (RESNICK; ROBINSON, 2017). As mudanças têm acontecido invariavelmente em todos os aspectos da vida cotidiana, e lidar com situações inesperadas de forma criativa é essencial.…”

Section: Desafios Agravados Pela Pandemia Da Covid-19unclassified

Aprendizagem Criativa Como Um Dos Pilares Para a Capacitação De Professores Do Ensino Básico: Universidades Criativas Em Ação

Oliveira¹,

Brito²,

Szkudlarek³

et al. 2022

e-Mosaicos

View full text Add to dashboard Cite

Introdução: O processo lúdico e criativo, possibilitam o desenvolvimento de algumas das competências sócio emocionais preconizadas pela Base Nacional Comum Curricular. Objetivo: Realizar a capacitação de um conjunto de professores da rede pública do município de Curitiba, utilizando a metodologia “Little Hearts Changing Lives” (LHCL) como ferramenta facilitadora para a abordagem temática sobre reeducação alimentar. Método: Os dados qualitativos descritos foram observados durante a Oficina de Capacitação para professores do município de Curitiba, Paraná, Brasil, subdividida em 4 encontros no período de 8 semanas. Resultados: Os 23 professores capacitados foram co-criadores das ações destinadas aos 380 escolares do ensino básico, através do processo de remixagem do manual proposto pelo programa LHCL. Conclusão: O conceito de aprendizagem criativa aplicado à capacitação de professores fora contemplado em suas quatro dimensões: construção entusiasmada (“passion”) de projetos reais (“projects”), através de atividades lúdicas (“play”), em colaboração (“peers”), consolidando o processo de aquisição de conhecimento.

show abstract

“…(d) Show and Tell: In the final step, students present their prototype to their peers and teachers/guides, demonstrating the working of their solution and explaining the process they followed to create it. A relevant aspect of this methodology is that it allows the cultivation of 21st Century skills, through challenging projects that encourage the four Ps -Project, Passion, Peers and Play (Resnick, 2017).…”

mentioning

confidence: 99%

CPA Methodology: educational technological design proposal to solve problems

Videla¹

2023

pjtel

View full text Add to dashboard Cite

Technology Enhanced Learning (TEL) is a teaching and learning approach that utilizes various forms of technology to enhance the learning experience (Cochrane, Redmond, and Corrin, 2018). One example of TEL is the use of digital fabrication, where we can find various open-source prototyping platforms, in educational settings. ADAPTA is an assistive technology educational event, in which elder people and students came together in meaningful and authentic domestic problem-solving educational activity, implementing the CPA methodology, based on a process of observation and prototyping, attempts to open a space for the design of assistive parts/devices for the elderly to improve your quality of life, through creation, testing, fabrication and usage of the pieces. A relevant aspect of the CPA methodology is that it allows the cultivation of 21st Century skills, through challenging projects that encourage the four Ps – Project, Passion, Peers and Play (Resnick, 2017). The CPA in Spanish, (APC in English for Autonomous Project Cell) methodology is a four-step process that can be used in conjunction with digital design processes and digital fabrication to support TEL. The four steps of the CPA methodology are: (a) Observation: This step involves students observing and documenting their surroundings or a specific problem they want to solve. This can involve collecting data, taking photos, or sketching out ideas in a real space (b) Documentation: In this step, students document their observations and ideas in a clear and organized manner. This can involve creating a written report, creating a visual representation of their ideas, using an open source online platform (c) Make/reflect: In this step, students used analog drawing and sketches, digital drawing, and digital fabrication. Later, the Arduino platform to create a prototype of their solution. This can involve programming the Arduino using a variety of programming languages, such as C++ or Python, and connecting various electronic components to the Arduino to create their desired outcome. As they work on their prototype, students should also be encouraged to reflect on their progress and make any necessary adjustments (d) Show and Tell: In the final step, students present their prototype to their peers and teachers/guides, demonstrating the functioning of their solution and explaining the process they followed to create it. This step allows students to share their learning with others and receive feedback on their work. Following the 2018 OECD objectives that aspire to an education that promotes individual, social and planetary well-being, we pay special attention to the domestic problems experienced by older adults. Considering that 16.2% of the country's inhabitants are over 60 years of age and, according to data from the Casen Survey, some 460,000 elderly people live in single-person households in Chile, it is important to pay attention to how aging creates difficulties in mobility and coexistence with the environment of the domestic space, such as the kitchen and bathroom, with the handling of forces and weights, difficult access, unattainable heights, etc. The workshop took place at a municipal space (Hub Providencia) in Santiago Chile, which met every week, showing them a variety of possible solutions to start observing in their homes, how they interacted with space and usability. Examples of possible solutions: 3d printed gadgets: open bottle, cary 3 bags, separate a book, open a bottle Nb 2.By following the CPA methodology, students were engaged in authentic problem-solving activities and learn valuable skills, such as critical thinking, communication, and collaboration. The use of digital drawing and fabrication, and Arduino in TEL could help the elder group to start designing from the drawing (pencil and paper). Afterwards this product was taken by the younger group of students, who were in charge of building the physical prototype. By providing hands-on opportunities for both group of students to engage in authentic problem-solving activities, they could converge on physical products that were finally given from the younger students to the elder ones.

show abstract

Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play

Cited by 57 publications

References 0 publications

Preparing Middle Schoolers for a Machine Learning-Enabled Future Through Design-Oriented Pedagogy

Preparing Middle Schoolers for a Machine Learning-Enabled Future Through Design-Oriented Pedagogy

Aprendizagem Criativa Como Um Dos Pilares Para a Capacitação De Professores Do Ensino Básico: Universidades Criativas Em Ação

CPA Methodology: educational technological design proposal to solve problems

Contact Info

Product

Resources

About