Registry
Module Specifications
Archived Version 2021 - 2022
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Description In today’s rapidly changing complex world, rapid advancements in technology and increased global competition mean that the ability to think and act creatively is more important than ever before. Therefore, the need for teachers to have the knowledge, skills and abilities to use digital technologies as part of teaching, learning and assessment was never more important. In this module we will explore new technologies, activities, practices and strategies to enable students to design learning environments to engage children in creative learning experiences, so that they can develop as creative thinkers and flexible problem-solvers in order to flourish in a fast-changing world. Through hands-on activities and discussions, this module will use a range of computational materials and contexts to explore strategies for supporting interest-driven, project-based, collaborative approaches to learning through the lens of interaction design and constructivist/ constructionist learning theory. | |||||||||||||||||||||||||||||||||||||
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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. Lego EV3, Scratch ). 2. Work with a team to design, facilitate and rework a cross curricular thematic learning activity which focuses on developing children’s problem-solving strategies using computational materials (i.e. Lego EV3, Scratch). 3. Justify the design of the learning activity in relation to research literature and key concepts related to interaction design and constructivist/ constructionist learning theory. 4. Acquire insights from the thematic projects of other students and reflect on them and their own project experience in relation to their own learning and that of the children they supported. 5. Understanding the dynamic relationship among research, theory, and practice in the design and development of a technology-rich learning activity. | |||||||||||||||||||||||||||||||||||||
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 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 builds on the earlier “Design and Build to Learn” module which provides a critical introduction to computational thinking and its potential use for learning as students develop a range of digital artefacts. • To extend students computational thinking they will engage in designing and constructing their own projects using Scratch, Lego EV3 in particular. Other computational materials such as Arduino and Makey-Makey will also be explored. These programming environments enable students to build personally meaningful artefacts which then become “objects to think with”. • 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. This format will enable the students to become comfortable with the iterative nature of learning and creating through failure. • Students will work with a team to design, facilitate and rework a cross curricular thematic learning activity which focuses on developing children’s problem-solving strategies using computational materials (i.e. Lego EV3, Scratch). • By engaging in school visits to work with children on this cross curricular thematic learning activity students will have the opportunity to develop their understandings of how computational thinking can be embedded in classroom practice. | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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