Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Coursework Only Written Submission with three elements. There are 3 parts to this assignment: 1. Design a thematic progressional scheme for using Beebots and /or Blubots for use with children in Junior Infants to Second Class either in a single class or multi-class setting. The focus is Mathematics but you should refer to other curriculum areas which may also be developed while children are engaged in the learning activities you design for this progressional scheme. Ensure to include all resources you design or adapt as well as the urls of any other resources you may refer to in the scheme. (1500 – 1750 words) (40%) 2. Design a thematic progressional scheme for using the SPIKE Essentials Lego Education materials for use with children in First and Second Class either in a single class or multi-class setting. The focus is inquiry in Science but you should refer to other curriculum areas which may also be developed while children are engaged in the learning activities you design for this progressional scheme. Ensure to include all resources you design or adapt as well as the urls of any other resources you may refer to in the scheme. (1500 – 1750 words) (40%) 3. Write a reflective piece in relation to the Science / SPIKE Essentials Lego Education materials scheme justifying the decisions you made in the design of progressions and choice of particular learning activities. Please ensure to refer to your own personal learning, literature and coursework, including other modules you have engaged in across your B.Ed programme to date.. (500 – 750 words) (20%) |
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Description This is a theme-based module focusing on designing and constructing using robotic computational materials such as BeeBots, KIBO, mTiny and SPIKE Essentials Lego Education materials as well as a range of other robotic materials appropriate for use at the Junior end of Primary School (Infants – 2nd Class). The emphasis will be on reflective learning practices as students engage in hands-on experimentation and critical analysis of construction-oriented learning experiences. This is supported by readings, examples from classroom practice and ongoing dialogue centred on how these experiences connect to theory and classroom practice. The module which is designed to deepen students’ understanding of Computational Thinking (CT) is rooted in a constructionist learning environment. It models the types of learning experiences, which children will encounter when dealing with these materials in a classroom context. Case studies of innovative teaching and learning initiatives are also used to provide a focus for critical evaluation. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Become familiar with and proficient in the use of a range of contemporary programmable technologies and develop an understanding of their potential for student learning and meaning making e.g. BeeBots, SPIKE Essential, KiBo, mTiny 2. Design and facilitate a learning activity which embeds the use of robotic computational materials (i.e. BeeBots, SPIKE Essential, KiBo, mTiny ) into a curriculum area (e.g. SESE) 3. Connect key concepts related to Computational Thinking to the design of the learning activities that leverage the use of BeeBots, KIBO SPIKE Essential, KiBo, mTiny and other robotic computational materials. 4. Reflect on the learning experiences engaged in during the module in relation to the student’s own learning, pertinent research literature related to the use of these robotic computational materials, students’ deepening understanding of Computational Thinking and how it relates to the primary school curriculum (e.g. literacy, mathematics, science, geography etc) | |||||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Indicative Content• The module provides a research-based foundation for understanding learning, with a balance of academic discussion and practical, hands-on projects. Grounded in the constructionist principles, our approach is to engage preservice teachers with the concepts of CT using a range of computational materials (eg, BeeBots, Kibo, Lego SPIKE Essential etc.); enable them to build their own interpretation based on experience, literature, class discussions and hands-on learning experiences; and finally, to make learning concrete and relevant through the completion of assignments that relate to their own learning, their future teaching and the Primary School Curriculum. Personal reflection, peer feedback and group discussions are key features of modules as it is through engaging in conversation around their own or another's artefact (be it a programme in Scratch or a Lego robot) that, the development of a shared understanding is enabled and the foundation for new understandings laid. • The theoretical approach used for designing the learning experiences of this module incorporates elements from Papert’s (1980) constructionist framework, which states that people can learn deeply when they build their own meaningful projects in a community of learners and reflect carefully on the process. • The module provides a critical deepening of students’ understanding of computational thinking and its potential use for learning. For example, the BeeBot allow children to program the “bee” robot to execute simple movements. This experience in programming helps to develop analytical and logical thought while also developing strategies to think ahead in order to be able to control BeeBot. Using the LEGO® Education SPIKE Essentials™ Robotics Construction Set, the students are introduced to simple robotics through building models, attaching sensors and motors, and using a computer to program the model’s behaviour. These programming environments enable students to build personally meaningful artefacts which then become “objects to think with”. • Embedded in the exploration of computer programming and robotics (e.g. BeeBots, SPIKE Essentials, KiBo), the module develops the students’ understanding of computational thinking which encompasses a broad range of analytic and problem-solving skills, dispositions, habits, and approaches used in computer science (e.g. Boccanni et al., 2022; Butler & Leahy, 2021; Angeli et al., 2016; Barr & Stephenson, 2011; International Society for Technology Education and The Computer Science Teachers Association, 2011; Lee et al., 2011). • Our definition of computational thinking involves three key dimensions: (1) knowing certain computational concepts, (2) being able to employ those concepts using computational practices, (3) developing new computational perspectives, an awareness of self, others, and world. • In particular the module specifically fosters computational thinking skills such as: problem representation; systematicity in generating and implementing solutions; exploring multiple possible solutions; problem-solving on multiple levels – from approaching the overall challenge to “debugging” or trouble-shooting specific difficulties with a given solution’s implementation; productive attitudes toward “failure” and misconceptions uncovered along the route to a successful project; and strategies for approaching open-ended and often difficult problems (Bers et al., 2013). This range of skills are of general applicability beyond robotics and computational thinking. In summary: • To extend students computational thinking they will engage in designing and developing learning activities using the BeeBots, KIBO and WeDo materials • The workshop sessions will be a blended approach of skill development with discussion and reflection on the effective use of these digital tools in the curriculum and the implications for designing learning environments. • By engaging with pertinent research which leverage the use of BeeBots, KIBO and WeDo materials students will have the opportunity to develop their understandings of how computational thinking can be embedded in classroom practice. | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 65222, website, Barefoot Computing, 0, KS1 Bee-Bots 1,2,3 Activity: An introduction to programming with Bee-Bots, http://barefootcas.org.uk/wp-content/uploads/2014/09/Bee-Bots-1-2-3-Activity-Barefoot-Computing2.pdf, 65223, website, 0, The Early Childhood Robotics Network, http://tkroboticsnetwork.ning.com/page/wedom, 65224, website, DevTech Group, Tufts University, 0, DevTech Group, Tufts University Publications, http://ase.tufts.edu/devtech/publications.html, 65225, website, Lego Foundation, 0, Lego Foundation Research Publications, http://www.legofoundation.com/nl-nl/research-and-learning/foundation-research, 65226, website video, White House USA, 0, White House Symposium on Early Stem, https://www.youtube.com/watch?v=iUvEks2tutw&feature=youtu.be&t=36m, 65227, website video, Marina Bers, 0, Young programmers -- think playgrounds, not playpens, TEDxJackson, https://www.youtube.com/watch?v=jOQ-9S3lOnM&list=PLXzFU_7W4n0t5suyfWPX6R-zUpd1MQ876, 65228, website video, Lego Foundation, 0, Cultures of Creativity: Nurturing Creative Mindsets, https://vimeo.com/105388899, | |||||||||||||||||||||||||||||||||||||||||||