2016
Bustillo, J.; Garaizar, Pablo
Using Scratch to foster creativity behind bars: two positive experiences in jail Journal Article
In: vol. 19, pp. 60-72, 2016.
Abstract | Links | BibTeX | Tags: Creativity, Offenders, Prison, Programming, Scratch, Skills
@article{Bustillo2015,
title = {Using Scratch to foster creativity behind bars: two positive experiences in jail},
author = {J. Bustillo and Pablo Garaizar},
url = {http://home/learninglabdeust/public_html.sciencedirect.com/science/article/pii/S1871187115300249},
doi = {10.1016/j.tsc.2015.08.003},
year = {2016},
date = {2016-03-01},
volume = {19},
pages = {60-72},
abstract = {In this work, we present two studies about changes in the creative thinking of people in prison when using Scratch (a programming language designed to be fun, educational, and easy to learn). Fifteen inmates from the prison of Alava (Spain) voluntarily participated in the first study. Thirteen inmates from the same prison voluntarily participated in the second study. Each of these workshops comprised 50 h, spread over 25 days at a rate of 2 h per day. We registered their improvements during their learning process using several instruments; we also evaluated the evolution in their creative intelligence quantitatively using the CREA test (Corbalán et al., 2014), and noticed a significant score increase among participants of both studies. In light of these results, we believe that the use of Scratch can enhance the creative abilities of people in difficult situations, including prisoners.},
keywords = {Creativity, Offenders, Prison, Programming, Scratch, Skills},
pubstate = {published},
tppubtype = {article}
}
In this work, we present two studies about changes in the creative thinking of people in prison when using Scratch (a programming language designed to be fun, educational, and easy to learn). Fifteen inmates from the prison of Alava (Spain) voluntarily participated in the first study. Thirteen inmates from the same prison voluntarily participated in the second study. Each of these workshops comprised 50 h, spread over 25 days at a rate of 2 h per day. We registered their improvements during their learning process using several instruments; we also evaluated the evolution in their creative intelligence quantitatively using the CREA test (Corbalán et al., 2014), and noticed a significant score increase among participants of both studies. In light of these results, we believe that the use of Scratch can enhance the creative abilities of people in difficult situations, including prisoners.
2015
Bustillo, J.; Garaizar, Pablo
Using Scratch to foster creativity behind bars: Two positive experiences in jail Journal Article
In: Thinking Skills and Creativity , vol. 19, pp. 60-72, 2015.
Abstract | Links | BibTeX | Tags: Creativity, Offenders, Prison, Programming, Scratch, Skills
@article{Bustillo2015b,
title = {Using Scratch to foster creativity behind bars: Two positive experiences in jail},
author = {J. Bustillo and Pablo Garaizar },
doi = {10.1016/j.tsc.2015.08.003},
year = {2015},
date = {2015-08-01},
journal = {Thinking Skills and Creativity },
volume = {19},
pages = {60-72},
abstract = {In this work, we present two studies about changes in the creative thinking of people in prison when using Scratch (a programming language designed to be fun, educational, and easy to learn). Fifteen inmates from the prison of Alava (Spain) voluntarily participated in the first study. Thirteen inmates from the same prison voluntarily participated in the second study. Each of these workshops comprised 50 h, spread over 25 days at a rate of 2 h per day. We registered their improvements during their learning process using several instruments; we also evaluated the evolution in their creative intelligence quantitatively using the CREA test (Corbalán et al., 2014), and noticed a significant score increase among participants of both studies. In light of these results, we believe that the use of Scratch can enhance the creative abilities of people in difficult situations, including prisoners.
},
keywords = {Creativity, Offenders, Prison, Programming, Scratch, Skills},
pubstate = {published},
tppubtype = {article}
}
In this work, we present two studies about changes in the creative thinking of people in prison when using Scratch (a programming language designed to be fun, educational, and easy to learn). Fifteen inmates from the prison of Alava (Spain) voluntarily participated in the first study. Thirteen inmates from the same prison voluntarily participated in the second study. Each of these workshops comprised 50 h, spread over 25 days at a rate of 2 h per day. We registered their improvements during their learning process using several instruments; we also evaluated the evolution in their creative intelligence quantitatively using the CREA test (Corbalán et al., 2014), and noticed a significant score increase among participants of both studies. In light of these results, we believe that the use of Scratch can enhance the creative abilities of people in difficult situations, including prisoners.
2014
Bustillo, J.; Garaizar, Pablo
Scratching the surface of digital literacy… but we need to go deeper Conference
Frontiers in Education Conference (FIE), 2014 IEEE, IEEE, 2014, ISBN: 978-1-4799-3922-0.
Abstract | Links | BibTeX | Tags: Computational Thinking, digital literacy, Education, Programming, Scratch
@conference{Bustillo2014,
title = {Scratching the surface of digital literacy… but we need to go deeper},
author = {J. Bustillo and Pablo Garaizar},
url = {https://ieeexplore.ieee.org/document/7044224/},
doi = {10.1109/FIE.2014.7044224},
isbn = {978-1-4799-3922-0},
year = {2014},
date = {2014-10-25},
booktitle = {Frontiers in Education Conference (FIE), 2014 IEEE},
publisher = {IEEE},
abstract = {The popularization of digital educational devices with low barriers to entry has encouraged the development of many training activities oriented towards the incorporation of technology in schools. In some cases, the introduction of technology has led to the development of new educational practices that support the development of computational thinking. However, the supposed benefits of these approaches have not been properly assessed. Moreover, having taught over 30 workshops with the Scratch programming tool to teachers at different educational levels (primary, secondary, university), we found no evidence of subsequent methodological changes in schools. This study tries to understand the dissonance between the alleged success of initiatives around digital literacy and the lack of continuity in the use of user-friendly programming environments like Scratch. For this purpose, we analyzed the evolution of the grades of Scratch programming achieved by the students of the School of Education of Vitoria-Gasteiz and their engagement with Scratch. We also interviewed teachers from different schools who have participated in Scratch workshops with us. After this study, we identified some of the circumstances that facilitate and hinder the development of computational thinking. Since we consider Scratch as a resource that allows the development of new methodological approaches in the classroom as well as the acquisition of skills related to computational thinking, we propose a framework that will help to overcome the current status.
},
keywords = {Computational Thinking, digital literacy, Education, Programming, Scratch},
pubstate = {published},
tppubtype = {conference}
}
The popularization of digital educational devices with low barriers to entry has encouraged the development of many training activities oriented towards the incorporation of technology in schools. In some cases, the introduction of technology has led to the development of new educational practices that support the development of computational thinking. However, the supposed benefits of these approaches have not been properly assessed. Moreover, having taught over 30 workshops with the Scratch programming tool to teachers at different educational levels (primary, secondary, university), we found no evidence of subsequent methodological changes in schools. This study tries to understand the dissonance between the alleged success of initiatives around digital literacy and the lack of continuity in the use of user-friendly programming environments like Scratch. For this purpose, we analyzed the evolution of the grades of Scratch programming achieved by the students of the School of Education of Vitoria-Gasteiz and their engagement with Scratch. We also interviewed teachers from different schools who have participated in Scratch workshops with us. After this study, we identified some of the circumstances that facilitate and hinder the development of computational thinking. Since we consider Scratch as a resource that allows the development of new methodological approaches in the classroom as well as the acquisition of skills related to computational thinking, we propose a framework that will help to overcome the current status.
2013
Guenaga, Mariluz; Menchaca, Iratxe; de Guinea, Alex Ortiz; Dziabenko, Olga; Garcia-Zubia, Javier; Salazar, Mikel
Serious Games, Remote Laboratories and Augmented Reality to Develop and Assess Programming Skills Conference
vol. 8264, 2013.
Abstract | Links | BibTeX | Tags: Augmented Reality, Programming, Remote laboratories, Serious games
@conference{Guenaga2013,
title = {Serious Games, Remote Laboratories and Augmented Reality to Develop and Assess Programming Skills},
author = {Mariluz Guenaga and Iratxe Menchaca and Alex Ortiz de Guinea and Olga Dziabenko and Javier Garcia-Zubia and Mikel Salazar},
editor = {SebastiaanA. Meijer, Riitta Smeds},
doi = {10.1007/978-3-319-04954-0_4},
year = {2013},
date = {2013-06-13},
volume = {8264},
abstract = {The project “Serious Games for Education–Programming Skills” presents an innovative technology that integrates serious games techniques with remote laboratories and augmented reality. The flexible and scalable technology is designed with a three layer structure: (1) the physical layer - ROBOT (hardware and communications) remotely manipulated; (2) AR and instruction interface middleware; and (3) end-user game application including game interface. This design enables multiple pedagogical objectives and context of use. In the first prototype we have developed a serious game, the third end-user layer, to develop and assess programming skills, algorithmic thinking and debugging.},
keywords = {Augmented Reality, Programming, Remote laboratories, Serious games},
pubstate = {published},
tppubtype = {conference}
}
The project “Serious Games for Education–Programming Skills” presents an innovative technology that integrates serious games techniques with remote laboratories and augmented reality. The flexible and scalable technology is designed with a three layer structure: (1) the physical layer - ROBOT (hardware and communications) remotely manipulated; (2) AR and instruction interface middleware; and (3) end-user game application including game interface. This design enables multiple pedagogical objectives and context of use. In the first prototype we have developed a serious game, the third end-user layer, to develop and assess programming skills, algorithmic thinking and debugging.
Guenaga, Mariluz; Menchaca, Iratxe; de Guinea, Alex Ortiz; Dziabenko, Olga; Garcia-Zubia, Javier; Salazar, Mikel
Serious Games and Remote Laboratories to develop and assess programming skills. Conference
Frontiers in Gaming Simulation , vol. 8264, Springer, Cham, 2013, ISBN: 978-3-319-04954-0.
Abstract | Links | BibTeX | Tags: Augmented Reality, Programming, Remote laboratories, Serious games
@conference{Guenaga2013d,
title = {Serious Games and Remote Laboratories to develop and assess programming skills.},
author = {Mariluz Guenaga and Iratxe Menchaca and Alex Ortiz de Guinea and Olga Dziabenko and Javier Garcia-Zubia and Mikel Salazar},
url = {https://link.springer.com/chapter/10.1007/978-3-319-04954-0_4#citeas},
doi = {doi.org/10.1007/978-3-319-04954-0_4},
isbn = {978-3-319-04954-0},
year = {2013},
date = {2013-01-01},
booktitle = {Frontiers in Gaming Simulation },
volume = {8264},
pages = {29-36},
publisher = {Springer, Cham},
abstract = {The project “Serious Games for Education–Programming Skills” presents an innovative technology that integrates serious games techniques with remote laboratories and augmented reality. The flexible and scalable technology is designed with a three layer structure: (1) the physical layer - ROBOT (hardware and communications) remotely manipulated; (2) AR and instruction interface middleware; and (3) end-user game application including game interface. This design enables multiple pedagogical objectives and context of use. In the first prototype we have developed a serious game, the third end-user layer, to develop and assess programming skills, algorithmic thinking and debugging.
},
keywords = {Augmented Reality, Programming, Remote laboratories, Serious games},
pubstate = {published},
tppubtype = {conference}
}
The project “Serious Games for Education–Programming Skills” presents an innovative technology that integrates serious games techniques with remote laboratories and augmented reality. The flexible and scalable technology is designed with a three layer structure: (1) the physical layer - ROBOT (hardware and communications) remotely manipulated; (2) AR and instruction interface middleware; and (3) end-user game application including game interface. This design enables multiple pedagogical objectives and context of use. In the first prototype we have developed a serious game, the third end-user layer, to develop and assess programming skills, algorithmic thinking and debugging.