Research supported by

@margaridaromeromargarida.romero@fse.ulaval.caAssociate professor of Educational Technology

Faculté des Sciences de l’ÉducationUniversité Laval

Feat. Scratch

and Vibot

the robot

Intergenerational play and game design:participatory fun and digital empowerment

Scaffolding Digital Game Design Activities

Grouping Older Adults, Younger Adults and Teens

Research supported by Ageing + Communication + Technology www.actproject.ca

@MargaridaROMERO

Ageing + Communication + Technologies (ACT)•a research project comprised of researchers, students, community and institutional partners from Canada, USA, Spain, Peru, United Kingdom, Finland, The Netherlands, Romania, Malaysia…•together, we are investigating how to address the transformation of aging experiences in networked societies

Silver Gaming working group•Aims: identifying different types of digital game activities among elderly including:•(1) intergenerational learning; •(2) cognitive maintenance; (3) well-being; •(4) entertainment, creativity and serious fun!

@margaridaromero

Can technologies support creative participation across the

lifespan ?

@margaridaromero

Can technologies support creative participation across the

lifespan ?

Passive-participatory model (Romero, Laferrière, & Power, 2016).PPM applied to learning to code activities:Romero, M., Davidson, A-L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to code: from procedural puzzle-based games to creative programming. CIDUI.

@margaridaromero

Citizens as ICT consumers

(Interactive ICT usage)

=» Representativity

Citizens as ICT co-creators

(Participatory Knowledge Co-Creation)

Intergenerational techno-creativity

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Is not about the technology (nor its intentions) but about its actual participatory creative use.

Techno-Creative activities

○ Critical thinking

○ Collaboration

○ Creativity

○ Problem solving

○ Computational

thinking

Romero (2016). Design : Dumont

#5c21

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

Learners as ICT co-creators(Participatory Knowledge Co-Creation)

Intergenerational techno-creativity

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Intergenerational creative programming engage

participants from different generations and backgrounds together

in the process of designing and developing an original work through

coding.

@margaridaromero

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Intergenerational creative programming

https://scratch.mit.edu/projects/79072590/#editor

@margaridaromero

Orchestrating intergenerational creative programming workshops. Strategy 1: Ice-breaking roles.

Senior participants (50+) Acting as Narrative directors,

sharing a life experience related to the Social Sciences

curriculum.

Younger learnersacting as Multimedia directors, creating a digital life narrative (Open Educational Resource)

Intergenerational learning through play (Davis, Larkin, & Graves, 2002) and digital creation. Participatory design of digital games (Blat et al., 2012; Vanden Abeele & Van Rompaey, 2006) with Scracth.

Digital creativity; Social participation;

Heritage preservation

Learning by real life stories; Learning by

creating OER

@margaridaromero

Orchestrating intergenerational creative programming workshops. Strategy 1: Ice-breaking roles.

@margaridaromero

Orchestrating intergenerational creative programming workshops. Strategy 2: Intergen-Creativity.

@margaridaromero

Orchestrating intergenerational creative programming workshops. Strategy 2: Intergen-Creativity.

@margaridaromero

Orchestrating intergenerational creative programming workshops. Strategy 3: Storytelling

From storytime to coding timeDe l’heure du conte à l’heure du code

#Vibot the robot, an

intergenerational book about

programming and educational

robotics. Available in French and

English (paper and online).

@margaridaromero

Orchestrating intergenerational creative programming workshops (II)

#Vibot studio on #Scratch

@margaridaromero

References and ressources #CoCreaTIC

https://margaridaromero.wordpress.com/

Romero, M., Davidson, A-L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to code: from procedural puzzle-based games to creative programming. CIDUI.Romero, M., & Ouellet, H. (2016, July). Scaffolding Digital Game Design Activities Grouping Older Adults, Younger Adults and Teens. In International Conference on Human Aspects of IT for the Aged Population (pp. 74-81). Springer International Publishing.Romero, M. (2016). De l’apprentissage procédural de la programmation à l’intégration interdisciplinaire de la programmation créative. Formation et profession, 24(1), 87-89. http://dx.doi.org/10.18162/fp.2016.a92Romero, M., Laferriere, T., & Power, T. M. (2016). The Move is On! From the Passive Multimedia Learner to the Engaged Co-creator. eLearn, 2016(3), 1.Romero, M., & Loufane. (2016). ViBot, le robot. Québec, QC: Publications du Québec.Romero, M., & Vallerand, V. (2016). Guide d’activités technocréatives pour les enfants du 21e siècle (Vol. 1). Québec, QC: Createspace.

Research supported by

@margaridaromeromargarida.romero@fse.ulaval.caAssociate professor of Educational Technology

Faculté des Sciences de l’ÉducationUniversité Laval

Feat. Scratch

and Vibot

the robot

Intergenerational play and game design:participatory fun and digital empowerment

Thanks

you!