Metadata Management and Sharing in Multimedia Open Learning Environment (MOLE)

New Realities, Mobile Systems and Applications

Maragkoudakis

et al. 2022

Self Cite

The work reported in this paper is informed by PerFECt, a performative framework supporting collaborative learning and creativity that addresses issues related to the effective use of digital technologies to establish and sustain learning communities. Its core principles are reinterpreted to implement unplugged collaborative learning activities to creatively explore sciences, technology and mathematics with special emphasis on the core principles of algorithmic design by presenting recipes in the form of flow diagrams. By presenting the execution of algorithms within a drama-based (theatrical) framework many creative explorations are offered within the so called STEAM education. The adoption of playful activities that put the children's bodies in motion is well aligned with pedagogical approaches that emphasize embodied knowledge and performance and open up opportunities for deeper personalized learning experiences that promote inclusion of children from different cultural backgrounds.

Section: Discussionmentioning

confidence: 99%

Cooking STEAM: A Case Study on Establishing a STEAM Learning Community using a Performative Framework and Cooking

New Realities, Mobile Systems and Applications

Maragkoudakis

et al. 2022

Self Cite

“…The work reported in this paper is informed by PerFECt, a performative framework supporting collaborative learning and creativity that was initially developed to capture design principles suitable for the development of open learning environments (Mylonakis et al, 2011) to effectively support collaborative learning (Stylianakis et al, 2014) emphasizing the need to link learning to effective social structures. Consequently, this framework addresses issues related to the effective use of digital technologies to establish and sustain learning communities.…”

Section: Discussionmentioning

confidence: 99%

Employing Theatrical Games to Establish and Support Onlife Learning Communities on Mathematical Principles of Informatics

Rigas

et al. 2020

DiPP

Self Cite

This paper presents how the PerFECt Framework for establishing and sustaining learning communities can be combined with innovative approaches of teaching mathematics using drama, to develop unplugged activities to introduce the binary system in primary and secondary school students. The resulting Human Calculator theatrical game enables students, using their bodies, to learn the binary representation of numbers and discover the algorithms of addition, subtraction, multiplication and division.

“…The training portal used for setting up the blended learning framework of the training programme is the evolution of MOLE, a multimedia online learning environment (Pappas et al, 2011) that was initially developed to support educational activities in university departments. MOLE integrated tools and services for educational material reuse in an interoperable manner (Mylonakis et al, 2011). After its successful adoption in the academic environment, it has been adapted and enhanced under the name Coursevo to support professional development and training within a context that enables the establishment and sustainable operation of Communities of Practice (CoP) (Pappas et al, 2017).…”

Section: The Py4hs Training Programmementioning

confidence: 99%

Promoting Python Code Clubs in Greece: A Teacher Training Program and a Case Study

Perrakis

et al. 2021

DiPP

Self Cite

We present the design, implementation and evaluation of a training programme for Computer Science teachers on the educational use of the Python programming language inside and outside school. The programme used pre-existing educational resources centered on meaningful, self-contained programming projects. The training programme followed a blended-learning approach thus offering an opportunity to many computer science teachers make their first steps towards the educational use of the Python language within a very promising learner-centered pedagogical framework. After the initial training phase, the participating teachers were supported to establish and run local Python code clubs. The paper presents the experience from establishing, running and evaluating one of them, established at Chania, Crete by three of the authors. The evaluation clearly demonstrates the effectiveness of the code club approach to learning to code in a manner that is engaging, fun and meaningful for the students and opens up new creative opportunities for them.