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Item Learning to cope with tomorrow’s reality: serious gaming for civic participation and social inclusion(Kaunas University of Technology, 2021-12-01) Gudoniene, D.; Blazauskas, T.; Fruhmann, P.; Kyriakidou, M.; Patsarika, M.; García-Holgado, A.; Zangrando, V.; García-Peñalvo, F. J.; Afxentiou, A.; Kersiene, V.Europe 2020 is the European Union's growth strategy for the coming decade and its targets include innovation, education and social inclusion. The combination of innovation and education is even more novel and forthcoming in the European context. Especially in the out-of-classroom field, informal education for young adults, the available learning opportunities are still very limited. Furthermore, the addition of the third target of Europe 2020, that of social inclusion is essential to the growth-leading path Europe needs to follow within the next decade because cohesion, interaction, mutual understanding, non-discrimination are key parameters for the realization of a well-developed society. In this context, the INGAME project, funded through the Erasmus+ Programme, proposes the development of a serious game for young adults. This work presents game design focused on social and civic inclusion. The interactive game aims to generate growth, and skill-building and at the same time address social challenges.Item COEDU-IN Project: an inclusive co-educational project for teaching computational thinking and digital skills at early ages(IEEE, 2021-09-23) González-González, C. S.; Caballero-Gil, P.; García-Holgado, A.; García-Peñalvo, F. J.; Molina, J.; del Castillo-Olivares, J. M.; Candela San Juan, B.; García Cuesta, S.; Perdomo, I.; Caballero-Gil, C.; Gutiérrez-Vela, F.; Paderewski, P.; Violant Holz, V.; Gil Iranzo, R.; Ramos, S.Learning to program is the new literacy of the 21st century. Computational thinking, closely related to programming, requires thinking and solving problems with different levels of abstraction and is independent of hardware devices. The early childhood education stage provides teachers with the opportunity to lay the foundations for a comprehensive quality education using innovative tools and technologies. Educational robotics in early childhood education becomes a tool that facilitates the acquisition of knowledge to children, playfully, based on the principles of interactivity, social interrelationships, collaborative work, creativity, constructivist and constructionist learning, and a student-centered didactic approach, allowing in turn that student can acquire digital competencies and develop logical and computational thinking in an underlying way. This project explores the current state of teaching and learning computational thinking and programming in early childhood education in an inclusive manner. Moreover, the lack of diversity and inequality is particularly latent in science, Technology, Engineering, and Mathematics (STEM) fields. Therefore, this work considers this problem and presents an inclusive coeducation approach to this new literacy, eliminating gender stereotypes and extending them to people with Down syndrome and hospitalized minors.Item Introduction of the gender perspective in the university teaching: a study about inclusive language in Spanish(IEEE, 2021-04-21) García-Holgado, A.; González-González, C. S.; García-Peñalvo, F. J.Equality and inclusion are part of the strategic plans of the universities. In particular, the Spanish government has established that the universities should have equality units to apply the principle of equality between women and men. These units are in charge of the definition of the Equality Plans. These Plans vary from one university to another, but they are focused on including the gender perspective in the university's different activities. Teachers' specific training about gender mainstreaming should be one of the key actions to foster equality in higher education. This work presents findings on participants of a course about "Introduction of the gender perspective in the University teaching" developed in the University of Salamanca in June 2020. The document describes the organization and structure of the course with a particular focus on the adaptation to online format due to the COVID-19 crisis. Furthermore, we share some of the results about the participants' perceptions and opinions on the inclusion of non-sexist language in Spanish and their educational practices