#Scratch2017BDX Assessment of creativity and computational thinking in Scratch projects
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This document discusses assessing creativity and computational thinking in Scratch projects. It introduces several presenters and outlines 21st century educational challenges around skills like problem solving, collaboration, and creativity. It then discusses evaluating these skills using the CoCreaTIC tool, which assesses creativity, computational thinking, and collaborative problem solving. Specific skills are defined for creativity and computational thinking that could be evaluated. Assessment is suggested to be formative and allow self and co-regulation by learners during learning.
#Scratch2017BDX Assessment of creativity and computational thinking in Scratch projects
- 1. Assessment of creativity and computational thinking in Scratch projects Nathalie METHELIE @Methnat ESPE de Martinique Nathalie.Methelie@ espe-martinique.fr Margarida ROMERO @MargaridaRomero #CoCreaTIC & #fabLINE Lead / ESPE de Nice - UNS & Université Laval margarida.romero@unice.fr Kate ARTHUR @KTAinMTL Kids Code Jeunesse kate@kidscodejeun esse.org #VibotLeRobot CoCreaTic dev. by Alexandre LEPAGE @AlexandreLepage #CoCreaTIC, Université Laval alexandre.lepage.1@ula val.ca #CoCreaTIC #5c21 #fabLINE Collaboration with Jorge SANABRIA & Guillermo PECH Universidad de Guadalajara (Mexico)
- 2. Assessment of creativity and computational thinking in Scratch projects #VibotLeRobot #CoCreaTIC #5c21 #fabLINE ● Introductions (@MargaridaRomero, @MethNat, @KTAinMTL, @AlexandreLepage) ● 21st century educational challenges and opportunities ● 5 questions : ○ What to learn ○ How to learn ○ What to evaluate ○ Why evaluate ○ How to evaluate ● Let’s evaluate with the CoCreaTIC tool ● Discussion #VibotLeRobot
- 3. Assessment of creativity and computational thinking in Scratch projects #VibotLeRobot #CoCreaTIC #5c21 #fabLINE ● Creative programming learning activity and assessment design. ● How we can evaluate creativity and computational thinking in this type of creative programming activities? https://scratch.mit.edu/projects/169217142
- 4. margarida.romero@fse.ulaval.ca #CoCreaTIC lead Université Laval margarida.romero@unice.fr Professor at ESPE Nice Université Nice Sophia Antipolis Laboratoire d’Innovation et Numérique pour l’Éducation (LINE) #CoCreaTIC #5c21 Techno-creative activities for the 21st century competencies #Vibot A story for the 7 to 107 years old on robotics and programming #VibotLeRobot
- 5. #R2T2 Nathalie METHELIE @Methnat ESPE de Martinique Nathalie.Methelie@espe-martinique.fr
- 6. Kids Code Jeunesse Kate ARTHUR @KTAinMTL Kids Code Jeunesse kate@kidscodejeunesse.org
- 7. alexandre.lepage.1@ulaval.ca @AlexandreLepage Research assistant and developer at #CoCreaTIC project (www.cocreatic.net) #CoCreaTIC development www.CoCreaTIC.net www.CoCreaTIC.net
- 8. Jorge SANABRIA & Guillermo Emmanuel PECH TORRES Universidad de Guadalajara (Mexico) Collaboration with #R2T2 Mexico #CoCreaTIC www.CoCreaTIC.net
- 9. Assessment of creativity and computational thinking in Scratch projects #VibotLeRobot #CoCreaTIC #5c21 #fabLINE 21st century educational challenges and opportunities
- 10. @margaridaromero#R2T2 Thymio Robotics and AI, 4th industrial revolution
- 11. Seller (92%) Jobs with high probability of automation The creative class will survive the automation. @margaridaromero#R2T2 Thymio Child care (0.4%) Psychologist (1%) Product or service designer (11%) Elementary school teacher (0.8%) Computer programmer (1%) University professor (3%) Fast food (91%) Trucker (79%)
- 12. Cocreative uses of technologies for educationIntergenerationallearning Robotics, 4th industrial revolution Creative class 21st century competencies Educational robotics Problem solving Computational thinking Collaboration Creativity Critical thinking Creative programming Society Education Curriculum Learning through game creation
- 13. #5c21 competencies Educational robotics Creative programming @margaridaromero Digital game creation Vibot the robot, a story introducing robotics and programming (Romero 2016, illustrated by Loufane) #5c21 15 Co-Creative Activities for the 21st Century Kids (Romero & Vallerand) Game-based Learning Across the Lifespan (Springer) #CoCreaTIC publications Handbook ‘Jeux numériques et apprentissages’
- 14. Should kids use technologies ? ? @margaridaromero Img;@FreepikatFlatIcon
- 15. Citizens as ICT consumers (Interactive ICT usage) =» Limits: Representativity, Obsolescence Citizens as ICT co-creators (Participatory Knowledge Co-Creation) Collaborative problem-solving techno-creativity Src:CultOfMac.com Src:Ladieslearningcode.com Is not about the technology (nor its intentions) but about its actual participatory creative use. @margaridaromero
- 16. Should kids use technologies ? @margaridaromero Img;@FreepikatFlatIcon Passive-participatory model (Romero, Laferrière, & Power, 2016) based on Chi (2009). Romero, M., Davidson, A-L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to code: from procedural puzzle-based games to creative programming. CIDUI. #CoCreaTIC
- 17. Assessment of creativity and computational thinking in Scratch projects #VibotLeRobot #CoCreaTIC #5c21 #fabLINE What to learn How to learn What to evaluate Why evaluate How to evaluate
- 18. Romero (2016). Design : Dumont #5c21 ● Critical thinking ● Collaboration ● Creativity ● Problem solving ● Computational thinking @margaridaromero #5c21
- 19. Romero (2016). Design : Dumont #5c21 ○ Computational thinking is a set of cognitive and metacognitive strategies linked to computer-related processes and methods such as abstraction, algorithmics, pattern identification, decomposition and complex structural organization of knowledge into logical sequences (Romero & Vallerand, 2016). @margaridaromero
- 20. ○ Computational thinking @margaridaromero Not only about code ... Code literacy Systems literacy Analysis Technocreative solution (making, coding, testing)
- 21. Computational thinking as a set of cognitive and metacognitive strategies engaged in the ● analysis and modelling of (complex) problem-situations, ● and the creation and test of digital system to provide a creative solution to the problem-situation. Complexity Modelling/Design(schema; complexityreduction) Analysisofanill-defined complexproblem ProgrammingandcreatingtheartefactTestingandimprovement Romero & Lepage (2016); Romero (2016); Romero & DeBlois (2017)
- 22. Romero (2016). Design : Dumont #5c21 ○ Creative collaboration as a context-related collaborative process of shared creation, where a solution is collaboratively (co)constructed by a group of persons and considered as original, valuable or useful by a group of reference (Romero & Barberà, 2015). @margaridaromero
- 23. Values and attitudes for interdisciplinary community-based challenges
- 24. Assessment of creativity and computational thinking in Scratch projects #VibotLeRobot #CoCreaTIC #5c21 #fabLINE What to learn How to learn What to evaluate Why evaluate How to evaluate
- 25. @margaridaromero Img;@FreepikatFlatIcon Passive-participatory model (Romero, Laferrière, & Power, 2016) based on Chi (2009). Romero, M., Davidson, A-L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to code: from procedural puzzle-based games to creative programming. CIDUI. #CoCreaTIC What kind of activities can engage learners in creative collaboration?
- 26. What kind of activities can engage learners in creative collaboration? Interdisciplinary community-based challenges Design thinking approach Analysis, Definition Programming Ideation Mechanics Electronics Building Prototype Test Programming, educational robotics, #makered Challenge Community Diversity Complexity Empathy Authenticity Engagement Creative activity (socio/co/self) Values Attitudes
- 28. Assessment of creativity and computational thinking in Scratch projects #VibotLeRobot #CoCreaTIC #5c21 #fabLINE What to learn How to learn What to evaluate Why evaluate How to evaluate
- 29. What to evaluate ● Specific knowledge (e.g. geometry concepts) ● Competences / skills (e.g. #5c21, www.cocreatic.net ) ● Attitudes
- 30. Creativity CRc1 - Incubation CRc1sc1 - Explore a variety of new approaches or solutions. CRc1sc2 - Incubation of different opportunities, strategies and concepts CRc2 - Generating ideas CRc2sc1 - Generating ideas, brainstorming, diverging exploration CRc2sc2 - Use inspiration to guide the creative process CRc2sc3 - Combining ideas CRc3 - Evaluation and Selection CRc3sc1 - Relevance to the problem situation CRc3sc2 - Novelty and originality CRc3sc3 - Capacity to generate other prospectives
- 31. Computational thinking as a set of cognitive and metacognitive strategies engaged in the ● analysis and modelling of (complex) problem-situations, ● and the creation and test of digital system to provide a creative solution to the problem-situation. Complexity Modelling/Design(schema; complexityreduction) Analysisofanill-defined complexproblem ProgrammingandcreatingtheartefactTestingandimprovement Romero & Lepage (2016); Romero (2016); Romero & DeBlois (2017)
- 32. Computational thinking (CTc1) CTc1 - Analysis. Understanding a situation and identifying its components. CTc1sc01 - Understanding a situation CTc1sc02 - Choose a point of view for analysing the situation (angle) CTc1sc03 - Distinction of different types of components (objects, attributes, functions, events, patterns). CTc1sc04 - Entities’ attributes or parameter identification and their changes over time (when dynamic) CTc1sc05 - Identification of similarities or differences between entities CTc1sc06 - Identify events and what they trigger CTc1sc07 - Identify relationships between entities (eg, dependency, hierarchy, causality)
- 33. Computational thinking (CTc2) CTc2 - Modelling. Ability to organize and model a situation CTc2sc01 - Awareness of the importance of sketching and modelling before implementing CTc2sc02 - Selection of an appropriate media to express data models and relations CTc2sc03 - Data modelling in a way that represents the situation CTc2sc04 - Optimal organisation of data
- 34. Computational thinking (CTc3) CTc3 - Code literacy CTc3sc01 - Describing an algorithm in a natural language CTc3sc02 - Understanding an algorithm CTc3sc03 - Understanding and identifying the computational concepts in the context of an algorithm: blocks, objects, instructions and operators CTc3sc04 - Algorithm creation according to the data modelisation CTc3sc05 - Evaluation of an existing piece of code and propose optimisations
- 35. Computational thinking (CTc4) CTc3 - Code literacy CTc3sc01 - Describing an algorithm in a natural language CTc3sc02 - Understanding an algorithm CTc3sc03 - Understanding and identifying the computational concepts in the context of an algorithm: blocks, objects, instructions and operators CTc3sc04 - Algorithm creation according to the data modelisation CTc3sc05 - Evaluation of an existing piece of code and propose optimisations
- 36. Computational thinking (CTc5) CTc5 - Programming CTc5sc01 - Choose an appropriate language according to the context CTc5sc02 - Identifying the function (or code block) for a certain objective. CTc5sc03 - Programming using techniques offered by the selected language CTc5sc04 - Hand over an error-free program
- 37. Computational thinking (CTc6) CTc6 - Agile and iterative approach CTc6sc01 - Analysis of errors leading to improvement of the computer program CTc6sc02 - The problem is solved in the new version of the program. CTc6sc03 - Iterative and optimizing programming approach CTc6sc04 - Implement reinitialisation codes to make the program go back to init state CTc6sc05 - Evaluate the relevance of objects represented / operationalized in a program in relation to a situation
- 38. Computational thinking (I) CTc1 - Analysis. Understanding a situation and identifying its components. CTc1sc01 - Understanding a situation CTc1sc02 - Choose a point of view for analysing the situation (angle) CTc1sc03 - Distinction of different types of components (objects, attributes, functions, events, patterns). CTc1sc04 - Entities’ attributes or parameter identification and their changes over time (when dynamic) CTc1sc05 - Identification of similarities or differences between entities CTc1sc06 - Identify events and what they trigger CTc1sc07 - Identify relationships between entities (eg, dependency, hierarchy, causality) CTc2 - Modelling. Ability to organize and model a situation CTc2sc01 - Awareness of the importance of sketching and modelling before implementing CTc2sc02 - Selection of an appropriate media to express data models and relations CTc2sc03 - Data modelling in a way that represents the situation CTc2sc04 - Optimal organisation of data CTc3 - Code litteraty CTc3sc01 - Describing an algorithm in a natural language CTc3sc02 - Understanding an algorithm CTc3sc03 - Understanding and identifying the computational concepts in the context of an algorithm: blocks, objects, instructions and operators CTc3sc04 - Algorithm creation according to the data modelisation CTc3sc05 - Evaluation of an existing piece of code and propose optimisations CTc4 - Systems and technology literacy CTc4sc01 - Understanding the features and components of different technologies (computer, robot…) CTc4sc02 - Distinction between software and hardware CTc4sc03 - Identification of software and hardware features and limits (feature scope) CTc4sc04 - Understanding technologies under electronics, networks and systems approaches CTc4sc05 - Understanding complex information systems CTc5 - Programming CTc5sc01 - Choose an appropriate language according to the context CTc5sc02 - Identifying the function (or code block) for a certain objective. CTc5sc03 - Programming using techniques offered by the selected language CTc5sc04 - Hand over an error-free program CTc6 - Agile and iterative approach CTc6sc01 - Analysis of errors leading to improvement of the computer program CTc6sc02 - The problem is solved in the new version of the program. CTc6sc03 - Iterative and optimizing programming approach CTc6sc04 - Implement reinitialisation codes to make the program go back to init state CTc6sc05 - Evaluate the relevance of objects represented / operationalized in a program in relation to a situation
- 39. Assessment of creativity and computational thinking in Scratch projects #VibotLeRobot #CoCreaTIC #5c21 #fabLINE What to learn How to learn What to evaluate Why evaluate How to evaluate
- 40. Why evaluate Assessment could be formative Assessment criteria could be used as a self and co-regulation tool by the learners during the learning process (Panadero & Romero, 2014). Panadero, E., & Romero, M. (2014). To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy. Assessment in Education: Principles, Policy & Practice, 21(2), 133-148.
- 41. Assessment of creativity and computational thinking in Scratch projects #VibotLeRobot #CoCreaTIC #5c21 #fabLINE What to learn How to learn What to evaluate Why evaluate How to evaluate
- 42. www.CoCreaTIC.net assessment tool Phase 2: (Self/teacher)assessment process during (or after) the activity Design of the techno-creative activity (teachers) Phase 1: Activity and assessment design Identification of competencies to be evaluated Selection of the competencies’ components Description of a concrete observable of the component during the activity Teachers can download the results CoCreaTIC.net is a tool designed by Romero & Lepage and developed by Lepage. Overview of the CoCreaTIC assessment tool (Romero & Lepage) : Phase 1: Activity and assessment design Phase 2: (Self/teacher)assessment process during (or after) the activity Outil #5c21 Learners’ login with the activity code and they self-assess their activity based on the observables.
- 43. www.CoCreaTIC.net assessment tool CoCreaTIC.net is a tool designed by Romero & Lepage and developed by Lepage. Let’s design an activity and its assessment! Connect to www.cocreatic.net Log in with your Google account or create an account Select the green button “Assessment tool…”
- 44. www.CoCreaTIC.net assessment tool CoCreaTIC.net is a tool designed by Romero & Lepage and developed by Lepage. Activity and assessment design (I) You can design your own activity or develop your activity based on one of the story-to-codes activities available here https://goo.gl/1qMVbu or imagine Vibot and Scratch wants to visit Bordeaux : https://scratch.mit.edu/projects/169217142/#editor Select the second button “Create or modify an activity”
- 45. www.CoCreaTIC.net assessment tool CoCreaTIC.net is a tool designed by Romero & Lepage and developed by Lepage. Activity and assessment design (II) Select “Create an activity” Write the activity title, e.g. “Scratch and Vibot have lost their colours”
- 46. www.CoCreaTIC.net assessment tool CoCreaTIC.net is a tool designed by Romero & Lepage and developed by Lepage. Activity and assessment design (III) Select a competency, e.g. “Computational thinking” Select a component or more; and a sub component and write an observable
- 47. www.CoCreaTIC.net assessment tool CoCreaTIC.net is a tool designed by Romero & Lepage and developed by Lepage. Ready for assessment ! You can now invite the learners to develop the activity and assess it.
- 48. Thanks you for your attention. Your feedback is welcome! Nathalie METHELIE @Methnat ESPE de Martinique Nathalie.Methelie@ espe-martinique.fr Margarida ROMERO @MargaridaRomero #CoCreaTIC & #fabLINE Lead / ESPE de Nice - UNS & Université Laval margarida.romero@unice.fr Kate ARTHUR @KTAinMTL Kids Code Jeunesse kate@kidscodejeun esse.org CoCreaTic dev. by Alexandre LEPAGE @AlexandreLepage #CoCreaTIC, Université Laval alexandre.lepage.1@ula val.ca Collaboration with Jorge SANABRIA & Guillermo PECH Universidad de Guadalajara (MX) #VibotLeRobot