intergenerational play and game design: participatory fun and digital empowerement
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Research supported by
@margaridaromeromargarida.romero@fse.ulaval.caAssociate professor of Educational Technology
Faculté des Sciences de l’ÉducationUniversité Laval
Feat. Scratch
and Vibot
the robot
Intergenerational play and game design:participatory fun and digital empowerment
Scaffolding Digital Game Design Activities
Grouping Older Adults, Younger Adults and Teens
Research supported by Ageing + Communication + Technology www.actproject.ca
@MargaridaROMERO
Ageing + Communication + Technologies (ACT)•a research project comprised of researchers, students, community and institutional partners from Canada, USA, Spain, Peru, United Kingdom, Finland, The Netherlands, Romania, Malaysia…•together, we are investigating how to address the transformation of aging experiences in networked societies
Silver Gaming working group•Aims: identifying different types of digital game activities among elderly including:•(1) intergenerational learning; •(2) cognitive maintenance; (3) well-being; •(4) entertainment, creativity and serious fun!
@margaridaromero
Can technologies support creative participation across the
lifespan ?
@margaridaromero
Can technologies support creative participation across the
lifespan ?
Passive-participatory model (Romero, Laferrière, & Power, 2016).PPM applied to learning to code activities:Romero, M., Davidson, A-L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to code: from procedural puzzle-based games to creative programming. CIDUI.
@margaridaromero
Citizens as ICT consumers
(Interactive ICT usage)
=» Representativity
Citizens as ICT co-creators
(Participatory Knowledge Co-Creation)
Intergenerational techno-creativity
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Is not about the technology (nor its intentions) but about its actual participatory creative use.
Techno-Creative activities
○ Critical thinking
○ Collaboration
○ Creativity
○ Problem solving
○ Computational
thinking
Romero (2016). Design : Dumont
#5c21
Romero (2016). Design : Dumont
#5c21
○ Creative
collaboration as a
context-related collaborative
process of shared creation,
where a solution is
collaboratively (co)constructed
by a group of persons and
considered as original, valuable
or useful by a group of reference(Romero & Barberà, 2015).
@margaridaromero
Learners as ICT co-creators(Participatory Knowledge Co-Creation)
Intergenerational techno-creativity
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Intergenerational creative programming engage
participants from different generations and backgrounds together
in the process of designing and developing an original work through
coding.
@margaridaromero
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Intergenerational creative programming
https://scratch.mit.edu/projects/79072590/#editor
@margaridaromero
Orchestrating intergenerational creative programming workshops. Strategy 1: Ice-breaking roles.
Senior participants (50+) Acting as Narrative directors,
sharing a life experience related to the Social Sciences
curriculum.
Younger learnersacting as Multimedia directors, creating a digital life narrative (Open Educational Resource)
Intergenerational learning through play (Davis, Larkin, & Graves, 2002) and digital creation. Participatory design of digital games (Blat et al., 2012; Vanden Abeele & Van Rompaey, 2006) with Scracth.
Digital creativity; Social participation;
Heritage preservation
Learning by real life stories; Learning by
creating OER
@margaridaromero
Orchestrating intergenerational creative programming workshops. Strategy 1: Ice-breaking roles.
@margaridaromero
Orchestrating intergenerational creative programming workshops. Strategy 2: Intergen-Creativity.
@margaridaromero
Orchestrating intergenerational creative programming workshops. Strategy 2: Intergen-Creativity.
@margaridaromero
Orchestrating intergenerational creative programming workshops. Strategy 3: Storytelling
From storytime to coding timeDe l’heure du conte à l’heure du code
#Vibot the robot, an
intergenerational book about
programming and educational
robotics. Available in French and
English (paper and online).
@margaridaromero
Orchestrating intergenerational creative programming workshops (II)
#Vibot studio on #Scratch
@margaridaromero
References and ressources #CoCreaTIC
https://margaridaromero.wordpress.com/
Romero, M., Davidson, A-L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to code: from procedural puzzle-based games to creative programming. CIDUI.Romero, M., & Ouellet, H. (2016, July). Scaffolding Digital Game Design Activities Grouping Older Adults, Younger Adults and Teens. In International Conference on Human Aspects of IT for the Aged Population (pp. 74-81). Springer International Publishing.Romero, M. (2016). De l’apprentissage procédural de la programmation à l’intégration interdisciplinaire de la programmation créative. Formation et profession, 24(1), 87-89. http://dx.doi.org/10.18162/fp.2016.a92Romero, M., Laferriere, T., & Power, T. M. (2016). The Move is On! From the Passive Multimedia Learner to the Engaged Co-creator. eLearn, 2016(3), 1.Romero, M., & Loufane. (2016). ViBot, le robot. Québec, QC: Publications du Québec.Romero, M., & Vallerand, V. (2016). Guide d’activités technocréatives pour les enfants du 21e siècle (Vol. 1). Québec, QC: Createspace.
Research supported by
@margaridaromeromargarida.romero@fse.ulaval.caAssociate professor of Educational Technology
Faculté des Sciences de l’ÉducationUniversité Laval
Feat. Scratch
and Vibot
the robot
Intergenerational play and game design:participatory fun and digital empowerment
Thanks
you!
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