Conference Agenda

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Session Overview
Session
A03: Special Session: Let them Innovate: Developing Digital Competencies for Mobile STEAM Learning and Teaching by Utilising Immersive and Adaptive Digital Technology (DigiCompImmersive)
Time:
Thursday, 04/Nov/2021:
3:00pm - 4:30pm

Session Chair: Petros Lameras, Coventry University
Session Chair: Nektarios Moumoutzis, Technical University of Crete
Virtual location: Zoom Room A

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Presentations

Py4hs: A Computer Science Teacher Training Programme Promoting Python Code Clubs

Nektarios Moumoutzis1, George Boukeas2, Vassilis Vassilakis2, Chara Xanthaki2, Nikos Pappas1

1Lab. of Distributed Mult. Inf. Systems and Applications, School of Electrical and Computer Engineering, Technical University of Crete, Greece; 2Computer Science Teacher in Secondary Education, Greece

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 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. Using initially an online course made it possible to reach a much greater number of Computer Science teachers, especially those living in remote areas and through them, have a considerable impact on students through the subsequent establishment of local code clubs. Following the initial teachers’ training phase, groups of teachers that have been already formed were guided to establish local code clubs, recruit students, design a number of sessions and implement them. The evaluation results demonstrate the effectiveness of the code club approach and its acceptance by the participating students.



A Rudimentary Progression Model for Artificial Intelligence in Education Competencies and Skills

Petros Lameras1, Iraklis Paraskakis2, Stathis Konstantinidis3

1Coventry University, Coventry, United Kingdom; 2City College, Thessaloniki, Greece; 3University of Nottinhgam, Nottingham, UK

Artificial Intelligence in Education is progressing with accelerated pace, and this impacts the role of the teacher in becoming catalyst in designing and orchestrating teaching and learning with the use of AI-based systems. This study proposes a rudimentary competency framework with an associated progression model that aims to help teachers to plan, develop, self-assess, and reflect on existing and new competencies for teaching and learning through AI-based systems. The framework encompasses six competency themes along with six relational and inclusive descriptors of competency progression levels that may be used either as standalone or as a concerted set of competencies for enabling complete and holistic conceptualisations, and utilizations of competencies and capabilities that teachers may envisage to develop for making the leap into adaptive and automated AI-based teaching and learning. The AIED Comp framework may inform computational representation models and algorithms that focus on teacher-facing AIED applications and tools for gaining insights on skills and capabilities teachers may employ for innovating in their classroom.



The Design of a Serious Game to Enable the Exploration of the Binary System

Nektarios Moumoutzis1,2, Nikolaos Apostolos Rigas1, Chara Xanthaki3, Ioannis Maragkoudakis1, Stavros Christodoulakis1, Dessislava Paneva-Marinova2, Lilia Pavlova4

1Lab. of Distributed Mult. Inf. Systems and Applications, School of Electrical and Computer Engineering, Technical University of Crete, Greece; 2Institute of Mathematics and Informatics, Bulgarian Academy of Sciences (IMI-BAS); 3Directorate of Secondary Education of Chania, Greece (DSEC); 4Laboratory of Telematics Bulgarian, Academy of Sciences (LT-BAS)

This paper presents the design of a serious game on the mathematical foundations of computer hardware, namely the binary system. The work builds on previous research efforts targeting gamification of mathematics. The game enables the players to understand the principles behind the positional number systems, trans-fer their knowledge of the decimal number system to the binary and explore the mechanisms (algorithms) of the four arithmetic operations. It employs a plot and an appropriate representation that promotes creativity and engagement of players. It offers new learning opportunities, when compared with previous work related to game-based teaching of the binary system. The games surveyed mainly focus on the binary representation of numbers without engaging students in active ex-ploration of arithmetic operations in the binary system. The knowledge developed can be transferred to other number systems and in particular to the decimal sys-tem, thus contributing to a deeper understanding of the mechanisms of number representations and arithmetic.



Teaching Artificial Intelligence in K-12 Education: Competences and Interventions

Stavroula P. Misthou1, Aristidis Paliouras2

1GreekCodersK12 Coding Club, Greece; 23rd Laboratory Center of East Attica, Greece

The COVID-19 pandemic has highlighted the strategic importance of artificial intelligence to all the governments around the world. However, governments do not seem to have understood to the same extent how AI can be implemented, so they are not taking advantage of its potential. Education plays a critical role in efforts to make future workforces AI-ready. It is an emergency the development of digital skills especially in matters of AI and it becomes clear that in order to ensure that a country has the trained and talented workforce needed to implement artificial intelligence in the economy and society, it is essential to invest in STEM and AI education that can give students the skills and opportunities to pursue a career in STEM.

The curricular reform efforts outlined in this paper clearly demonstrate the need to define the journey in ‘AI competences’ in K-12 education that incorporates 21st century skills. The paper explores the AI skills and competences that need to be developed in primary and secondary education and presents some implementations of AI-based interventions in the classroom using voice assistants.



EPuppet: A Mobile App to Extend a Digital Storytelling Platform with New Capabilities

Nektarios Moumoutzis1,2, Alexandros Koukis1, Chara Xanthaki3, Marios Christoulakis1, Ioannis Maragkoudakis1, Stavros Christodoulakis1, Dessislava Paneva-Marinova2, Lilia Pavlova4

1Lab. of Distributed Mult. Inf. Systems and Applications, School of Electrical and Computer Engineering, Technical University of Crete, Greece; 2Institute of Mathematics and Informatics, Bulgarian Academy of Sciences (IMI-BAS); 3Directorate of Secondary Education of Chania, Greece (DSEC); 4Laboratory of Telematics, Bulgarian Academy of Sciences (LT-BAS)

This paper presents the design, implementation and evaluation of a mobile app addressing creativity and learning in the field of cultural heritage. This mobile app enables the users of an existing digital storytelling platform inspired by traditional Shadow Theatre, to develop their own digital puppets in a way that incorporates the creative process of developing traditional shadow theatre puppets. ePuppet of-fers two main modes of editing: The first one is based on certain templates and facilitates the creation of digital puppets that have a certain structure (i.e. 2- or 4-part puppets). The second one enables users to create any kind of puppet with any number of constituent parts. The evaluation results show that the mobile app is highly usable and can effectively support the task of digital puppet creation.



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

Nektarios Moumoutzis1,2, Chara Xanthaki3, Ioannis Maragkoudakis1, Stavros Christodoulakis1, Dessislava Paneva-Marinova2, Lilia Pavlova4, Petros Lameras5, Stavroula Misthou6, George Kalmpourtzis7

1Lab. of Distributed Mult. Inf. Systems and Applications, School of Electrical and Computer Engineering, Technical University of Crete, Greece; 2Institute of Mathematics and Informatics, Bulgarian Academy of Sciences (IMI-BAS); 3Directorate of Secondary Education of Chania, Greece (DSEC); 4Laboratory of Telematics, Bulgarian Academy of Sciences (LT-BAS); 5School of Computing, Electronics & Mathematics, Coventry University Coventry, UK; 6GreekCodersK12 CodingClub, Athens, Greece; 7Infinitivity Design Labs Laussonne, France

The work reported in this paper is informed by PerFECt, a performtive frame-work supporting collaborative learning and creativity that addresses issues related to the effective use of digital technologies to establish and sustain learning com-munities. Its core principles are reinterpreted to implement unplugged collabora-tive 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 of-fered within the so called STEAM education. The adoption of playful activities that put the children’s bodies in motion is well aligned with the pedagogical ob-jectives of early childhood education and can also be beneficial for students of higher grades as well as for university students. Such embodied knowledge ap-proaches open up opportunities for deeper personalized learning experiences that promote inclusion of children from different cultural backgrounds.



 
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