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Item Gaming for Social Inclusion and Civic Participation: the INGAME project(IEEE, 2021-09-23) García-Peñalvo, F. J.; García-Holgado, L.; García-Holgado, A.; Zangrando, V.; Romaniuc, L.; Kyriakidou, M.; Patsarika, M.; Gudoniene, D.; Rak, K.; Frühmann, P.; Afxentiou, A.; Bartoli, A.; Karkantzou, V.Throughout the European Union, there is a particular need for practices that would provide educators with the devices necessary to create civic engagement locally and supra-nationally responsive. The INGAME project focuses on enhancing the acquisition of social and civic competences, fostering knowledge, understanding and ownership of values and fundamental rights with a strong focus on online games and digital skills for the development of civic literacy and skills of young adults. It is placed under the Erasmus + KA3 Social inclusion and common values: the contribution in education and training.Item Pensamiento Computacional entre Filosofía y STEM. Programación de Toma de Decisiones aplicada al Comportamiento de “Máquinas Morales“ en Clase de Valores Éticos(Sociedad de Educación del IEEE (Capítulo Español), 2018-03-21) Seoane-Pardo, A. M.This article describes a learning activity on computational thinking in Ethics classroom with compulsory secondary school students (14-16 years old). It is based on the assumption that computational thinking (or better “logical thinking”) is applicable not only to STEM subjects but to any other field in education, and it is particularly suited to decision making in moral dilemmas. This will be carried out through the study of so called “moral machines”, using a game-based learning approach on self-driving vehicles and the need to program such cars to perform certain behaviours under extreme situations. Students will be asked to logically base their reasoning on different ethical approaches and try to develop a schema of decision making that could serve to program a machine to respond to those situations. Students will also have to deal with the uncertainty of reaching solutions that will be debatable and not universally accepted as part of the difficulty, more ethical than technical, to provide machines with the ability to take decisions where there is no such thing as a “right” versus “wrong” answer, and potentially both (or more) of the possible actions will bring unwanted consequences.Item Computational thinking beyond STEM: an introduction to “moral machines” and programming decision making in Ethics classroom.(2016-11) Seoane Pardo, Antonio M.