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Learning design of a programming and robotics MOOC for childhood teachers and educators

2022-10-29Journal article Open access
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dc.contributor.authorMendes, António Quintas
dc.contributor.authorSouza, Elizabeth
dc.contributor.authorAmante, Lúcia
dc.date.accessioned2022-11-21T09:40:04Z
dc.date.available2022-11-21T09:40:04Z
dc.date.issued2022-10-29
dc.description.abstractIn early childhood, the curricular integration of computational thinking, programming, and robotics topics is ever more pressing. Therefore, preparing teachers and educators to implement this integration in the curriculum is fundamental. In the project «Laboratory of Technologies and Learning of Programming and Robotics in basic and pre-school education in Portugal», the proposal of a MOOC was designed to meet this demand. This paper discusses aspects of the architecture of MOOCs, and their typologies, in the context of the challenges that the researchers encountered in the design process of the present MOOC. To do so, the Interaction Equivalency Theorem was considered, which equates the fundamental types of interaction to be considered in course design (learner-instructor; learner-content; learner-learner). Considering that learning design is both a process and a product the design of the MOOC is analysed in terms of its socio-technical context and systemic tensions present in work-based learning. Through a qualitative analysis of an individual interview and of a focus group, the paper describes formal and informal interactions and attempts to define a common vision, consensus, and divergences and contradictions that are part of the learning design process. Finally, the MOOC is presented, and its pedagogical design is substantiated.pt_PT
dc.description.abstractEn la primera infancia, la integración curricular del pensamiento computacional, la programación y la robótica es cada vez más urgente, y es esencial preparar a los profesores y educadores para aplicarla. En el proyecto "Laboratório de Tecnologias e Aprendizagem de Programação e Robótica no Ensino Primário e Pré-Escolar em Portugal", se diseñó un MOOC para responder a esta demanda. Este artículo analiza aspectos de la arquitectura de los MOOC y sus tipologías, en el contexto de los retos encontrados durante el diseño de este MOOC. Se tuvo en cuenta el Teorema de la Equivalencia de la Interacción, que considera los tipos de interacción que deben tenerse en cuenta al diseñar un curso (alumnoinstructor; alumno-contenido; alumno-aprendizaje). Considerando que el diseño del aprendizaje es tanto un proceso como un producto, el diseño de los MOOC se analiza en función de su contexto sociotécnico y de las tensiones sistémicas del aprendizaje en contexto de trabajo. Mediante el análisis cualitativo de una entrevista individual y de un grupo de discusión, se describen las interacciones y se intenta definir una visión común, las divergencias y las contradicciones que forman parte del proceso de aprendizaje. Por último, se presenta el MOOC y se fundamenta su diseño pedagógico.pt_PT
dc.description.sponsorshipResearch performed in the scope of the Project “KML II - Laboratory of technologies and learning of programming and robotics for preschool and primary school”. Co-financed by FEDER through the COMPETE 2020 - Operational Thematic Program for Competitiveness and Internationalization (POCI) and national funds through FCT - Portuguese Foundation for Science and Technology under project reference number PTDC/CEDEDG/28710/2017.pt_PT
dc.description.sponsorshipPTDC/CEDEDG/28710/2017
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationQuintas-Mendes, A., Batista de Souza, E. ., & Amante, L. (2022). Learning Design of a Programming and Robotics MOOC for Childhood Teachers and Educators. Revista Prisma Social, (39), 234–261.pt_PT
dc.identifier.issn1989-3469
dc.identifier.urihttp://hdl.handle.net/10400.2/12605
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherFundación iS+D para la Investigación Social Avanzadapt_PT
dc.relation.publisherversionhttps://revistaprismasocial.es/article/view/4807pt_PT
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/pt_PT
dc.subjectMOOCspt_PT
dc.subjectLearning designpt_PT
dc.subjectTeacher trainingpt_PT
dc.subjectInteraction equivalency theorempt_PT
dc.subjectWork-based learningpt_PT
dc.subjectComputational thinkingpt_PT
dc.subjectProgrammingpt_PT
dc.subjectRoboticspt_PT
dc.subjectDiseño de aprendizajept_PT
dc.subjectFormación del profesoradopt_PT
dc.subjectTeorema de equivalencia de la interacciónpt_PT
dc.subjectAprendizaje basado en el trabajopt_PT
dc.subjectPensamiento computacionalpt_PT
dc.subjectProgramaciónpt_PT
dc.subjectRobóticapt_PT
dc.titleLearning design of a programming and robotics MOOC for childhood teachers and educatorspt_PT
dc.title.alternativeDiseño de aprendizaje de un MOOC de programación y robótica para profesores y educadores/as de infantilpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage261pt_PT
oaire.citation.startPage234pt_PT
oaire.citation.titleRevista Prisma Socialpt_PT
person.familyNameMendes
person.familyNameBatista de Souza
person.familyNameAmante
person.givenNameAntónio Quintas
person.givenNameElizabeth
person.givenNameLúcia
person.identifierhttps://scholar.google.pt/citations?user=66NLfKEAAAAJ&hl=pt-PT
person.identifier.ciencia-id9F16-7B7D-9270
person.identifier.ciencia-id2F1F-7C37-99B0
person.identifier.ciencia-id4511-5D40-4988
person.identifier.orcid0000-0003-1086-2600
person.identifier.orcid0000-0003-0723-5729
person.identifier.orcid0000-0003-3210-7980
person.identifier.scopus-author-id56560249400
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication45568488-e45a-48d7-bfaa-fa4296d52922
relation.isAuthorOfPublicationf56909d5-e3e3-477f-ac21-bf1e898d4304
relation.isAuthorOfPublication13ba6718-93b5-4bb7-973c-7c38ded6b9e7
relation.isAuthorOfPublication.latestForDiscovery45568488-e45a-48d7-bfaa-fa4296d52922

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