TACCLE3 - FILES
Permanent URI for this collectionhttps://repositorio.grial.eu/handle/grial/715
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Item Template for TACCLE 3 resources reviewing(2016-04-27) García-Peñalvo, Francisco J.Item Proyecto TACCLE3 – Coding(2016-09) García-Peñalvo, Francisco J.Como introducción a la sesión de Pensamiento Computacional del XVIII Simposio Internacional en Informática Educativa se presenta el proyecto europeo TACCLE3 Coding, que busca introducir la programación en los estudios de preuniversitarios con especial énfasis en la edad de 4-14 añosItem Presentación del Proyecto TACCLE3 Coding(2016-09-14) García-Peñalvo, Francisco J.Item Presentation of the TACCLE3 Coding European Project(2016-09-14) García-Peñalvo, Francisco J.Item A survey of resources for introducing coding into schools.(2016-11) García-Peñalvo, Francisco J.; Rees, A. M.; Hughes, J.; Jormanainen, I.; Toivonen, T.; Vermeersh, J.Item Computational thinking in pre-university education(2016-11) García-Peñalvo, Francisco J.; Cruz-Benito, JuanItem Smart Textile objects and conductible ink as a context for arts based teaching and learning of computational thinking at primary school(2016-11) Reimann, D.; Maday, C.The shaping of Smart Textile artefacts brings together a variety of learning activities, such as imagining, designing, drawing, constructing, wiring, programming, controlling, testing, debugging and presenting self-made, invented media objects, realized in project- and team based arrangements. A variety of human senses are addressed when pupils develop and sketch their project ideas to be realized. In the paper, we discuss the topic of self-made Smart Textile objects as a learning content for primary school level, towards the development of curriculum modules for project learning in the classroom as well as teacher training. It was developed in the ‘Teachers Aids on Creating Contents for Learning Environments’ TACCLE3 coding project.Item From computational thinking to coding and back(2016-11) DePryck, KoenItem Presentation of the paper “A survey of resources for introducing coding into schools”(2016-11-02) García-Peñalvo, Francisco J.This is the presentation of the paper entitled “A survey of resources for introducing coding into schools” in the TEEM 2016 International Conference held in Salamanca (Spain) in November 2-4, 2016. Within TACCLE 3 – Coding European Union Erasmus+ KA2 Programme project, a review and evaluation of a set of resources that can contribute to teaching programming to younger children has made. This paper presents a survey of this review including the most outstanding products in order to help teachers to introduce programming in pre-university studies.Item Presentation of the paper “A survey of resources for introducing coding into schools”(2016-11-02) García-Peñalvo, Francisco J.Item From Coding to Computational Thinking and Back(2016-11-02) DePryck, KoenPresentation of Dr. Koen DePryck in the Computational Thinking Session in TEEM 2016 Conference, held in the University of Salamanca (Spain), Nov 2-4, 2016. Introducing coding in the curriculum at an early age is considered a long-term investment in bridging the skills gap between the technology demands of the labour market and the availability of people to fill them. The keys to success include moving from mere literacy to active control – not only at the level of learners but also at the level of teachers. However, given the fast development of the field, one might wonder whether acquiring specific coding skills really is the essence of introducing coding early in the curriculum. We argue that the reach of ICT –including coding skills-- is much broader than STEM alone and a background in STEM is no longer a requirement for successful coding. The complex link between coding and computational thinking is the real critical success factor. We refer to TACCLE3 (an EU Erasmus+ project) as a successful approach to the implementation and valorisation of computational thinking across the curriculum.Item Pensamiento computacional en los estudios preuniversitarios. El enfoque de TACCLE3(Grupo GRIAL, 2017-03-09) García-Peñalvo, Francisco J.En la Unidad I: Gestión de la Tecnología y del Conocimiento, de la asignatura Recursos Informáticos del Máster en las TIC en la Educación: Análisis y Diseño de Procesos, Recursos y Prácticas Formativas, se ha desarrollado el día 9 de marzo de 2017 en la Facultad de Educación, Universidad de Salamanca, un grupo focal sobre Pensamiento Computacional en los estudios preuniversitarios. Al ser una actividad muy relacionada con el Proyecto Taccle3 – Coding se ha generado este recurso para dejar evidencia de la actividad. El grupo focal se ha organizado en cinco preguntas: 1. ¿Qué beneficios aporta el trabajo con pensamiento computacional al niño y al aprendizaje? 2. ¿Qué rasgos debe tener un profesor para trabajar con sus alumnos el Pensamiento Computacional? ¿Necesitaría formación complementaria? 3. Para trabajar el Pensamiento Computacional, ¿es necesario tener conocimientos de programación o se puede trabajar sin tecnología? 4. En caso de que la programación se incluyera en currículo, ¿de qué materia se saca el tiempo? ¿Cómo debe evaluarse el Pensamiento Computacional? 5. ¿Por qué pensáis que ahora se habla tanto de Pensamiento Computacional?Item AUTUMM UNPLUGGED COMPUTATIONAL THINKING ACTIVITY DESIGN(Grupo GRIAL, 2017-05-24) Sánchez, A.From May 8th to 12th, 2017 the Taccle 3 training course “Teaching coding to children” (http://www.taccle3.eu/en/tallinn-training-course-guide/) was held in Tallin (Estonia), which will focus on introducing programming in primary schools and teaching children how to code. The training has been designed by the Taccle 3 project partners. The training course aimed to develop your own coding competences and also the competences to teach coding to children from 3 to 14 years. There were five training days during which we learned together, in order to: • Describe the key principles of coding; • Describe the basics of computational thinking; • Use appropriate terminology; • Build on activities teachers and children already do; • Measure progression, differentiate lessons and assess what children have learned; • Link the curriculum to the Taccle3 website. The final activity developed by this participant was related to design an unplugged activity to develop the computational thinking skills.Item LEARNING ACTIVITIES WITH LEGO ROBOTICS EV3(Grupo GRIAL, 2017-05-24) Redondo Chacón, T.; Alcoba Alonso, A. B.; Manzano Quirós, R.; Badouin, F.From May 8th to 12th, 2017 the Taccle 3 training course “Teaching coding to children” (http://www.taccle3.eu/en/tallinn-training-course-guide/) was held in Tallin (Estonia), which will focus on introducing programming in primary schools and teaching children how to code. The training has been designed by the Taccle 3 project partners. The training course aimed to develop your own coding competences and also the competences to teach coding to children from 3 to 14 years. There were five training days during which we learned together, in order to: • Describe the key principles of coding; • Describe the basics of computational thinking; • Use appropriate terminology; • Build on activities teachers and children already do; • Measure progression, differentiate lessons and assess what children have learned; • Link the curriculum to the Taccle3 website. The final activity developed by these participants was related to use Lego Robotics EV3 in learning activities.Item Mi cubo de Rubik(Grupo GRIAL, 2017-08-02) Rollón Voces, Á.; Gómez García, F.Ficheros excel para resolver cubos de Rubik