TACCLE3 - Coding Project

Permanent URI for this communityhttps://repositorio.grial.eu/handle/grial/714

The project aims are: To encourage and support teachers to introduce coding, programming and / or computational thinking as part of the curriculum in the 4 – 14 classroom to better equip pupils to develop the skills needed by the European labour market. To broaden teachers’ digital skills base and enhance their professional competence To show how entrepreneurial skills can be developed and integrated with programming skills The project objectives are: To produce an on-line support package of ideas, activities, materials and downloadable resources for teachers who are teaching coding or programming or who want to. To provide CPD courses in a variety of formats and a template and materials for local delivery. To establish a dialogue between teachers and programmers, teachers and resource producers, teachers and organisations involved in teaching coding and to act as an agency for exchanges of curricula, ideas and practice. The project will: Develop a website of activities and ideas that teachers can use in the classroom to teach children about coding and programming. These will support diverse curricula across member states and, where there is no formal curriculum, support individual schools and teachers who want to introduce computing / informatics / programming etc in their own practice. Develop some affordable resource kits that can be downloaded or for which instructions for making them can be provided on-line. This could result in selling the resource kits after the project as part of the exploitation and sustainability. Design and pilot some staff development opportunities and learning resources for teachers who are total newcomers to programming. Stimulate a positive attitute towards STEM with young children. Test and evaluate existing resources such as the range of software currently available to help children develop programming skills. Explore and follow up existing research and projects addressing this issue (e.g work on Tangible User Interface for children.) Enter into policy dialogue and inform policy in countries around issues concerning the teaching and learning of programming in schools.

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    Mi cubo de Rubik
    (Grupo GRIAL, 2017-08-02) Rollón Voces, Á.; Gómez García, F.
    Ficheros excel para resolver cubos de Rubik
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    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.
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    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.
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    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?
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    Computational thinking in pre-university education
    (2016-11) García-Peñalvo, Francisco J.; Cruz-Benito, Juan
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    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.
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    From computational thinking to coding and back
    (2016-11) DePryck, Koen
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    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.
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    From Coding to Computational Thinking and Back
    (2016-11-02) DePryck, Koen
    Presentation 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.
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    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.