TACCLE3 - FILES
Permanent URI for this collectionhttps://repositorio.grial.eu/handle/grial/715
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Item Mi cubo de Rubik(Grupo GRIAL, 2017-08-02) Rollón Voces, Á.; Gómez García, F.Ficheros excel para resolver cubos de RubikItem 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 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 From computational thinking to coding and back(2016-11) DePryck, KoenItem 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 Presentation of the paper “A survey of resources for introducing coding into schools”(2016-11-02) 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 Presentation of the TACCLE3 Coding European Project(2016-09-14) García-Peñalvo, Francisco J.Item Presentación del Proyecto TACCLE3 Coding(2016-09-14) García-Peñalvo, Francisco J.Item Template for TACCLE 3 resources reviewing(2016-04-27) García-Peñalvo, Francisco J.