RoboSTEAM Project Systematic Mapping: Challenge Based Learning and Robotics

STEAM Education is nowadays a key element for our current digital society. Integrating STEAM and developing competences such as Computational Thinking is highly demanded by the industry and higher education institutions. In order to do so new methodological approaches are required. RoboSTEAM project is an Erasmus+ project defined to address these topics by using of physical devices and robotics employing Challenge Based Learning methodology. One of the first steps in the project development is the definition of current landscape in the research field. Which means to carry out a literature mapping that considers previous applications of Challenge Based Learning in STEAM education and use of robots and physical devices to do so. This paper shows the mapping review process and the main results obtained. The mapping analyze 242 candidate works from the most relevant bibliographic sources and selected 54. Form them it was possible to see that there are not many initiatives on STEM Education related to Challenge base learning and the most of them are specially focused on the application of specific tools and in the development of concrete competences

Design-based learning in classrooms using playful digital toolkits

The goal of this paper is to explore how to implement Design Based Learning (DBL) with digital toolkits to teach 21st century skills in (Dutch) schools. It describes the outcomes of a literature study and two design case studies in which such a DBL approach with digital toolkits was iteratively developed. The outcome is described in the form of a framework that explains how to consider different perspectives, such as the DBL process, the role of the teacher, the use of a digital toolkit and the framing of the design brief in relation to setting learning goals that are suitable for a school context. The design cases indicate that DBL with digital toolkits can play a valuable role in teaching 21st Century skills, such as problem solving, creativity, and digital literacy to children in schools, if the other components of the framework, such as school’s learning goals, are taken into accoun

Design-Based Learning in Classrooms Using Playful Digital Toolkits

Part 1: Full papersInternational audienceThe goal of this paper is to explore how to implement Design Based Learning (DBL) with digital toolkits to teach 21st century skills in (Dutch) schools. It describes the outcomes of a literature study and two design case studies in which such a DBL approach with digital toolkits was iteratively developed. The outcome is described in the form of a framework that explains how to consider different perspectives, such as the DBL process, the role of the teacher, the use of a digital toolkit and the framing of the design brief in relation to setting learning goals that are suitable for a school context. The design cases indicate that DBL with digital toolkits can play a valuable role in teaching 21st Century skills, such as problem solving, creativity, and digital literacy to children in schools, if the other components of the framework, such as school’s learning goals, are taken into account