Making@School – School-related creation and testing of OER modules for Making in the classroom
DiZH-Innovationprogramm Project Call
- Centre of Mediaeducation and Informatics, Zurich University of Teacher Education
- Department of Plant and Microbial Biology, University of Zurich
- School office, City of Zurich
Start date: October 2021
Duration: 2 years
GENDER STI H2020 RIA Action
- Gender STI aims to follow up on how gender equality matters are taken into consideration at different levels of international cooperation dialogues in the area of STI between the EU Member States and Associated Countries on one side, and the selected set of 10 third countries (Canada, the U.S., Mexico, Brazil, Chile, Argentina, South Africa, India, South Korea and China) on the other side.
- The project will work to develop a strategy to co-design solutions for common challenges regarding gender inequalities in STI through a design thinking process to engage relevant stakeholders in EU and the selected third countries.
- Type of action: Horizon 2020 Research and Innovation Action (RIA)
- Call: H2020-SwafS-2019-1
- Topic: SwafS-12-2019 The gender perspective of science, technology and innovation (STI) in dialogue with third countries
- Duration: 3 years
- Start date: 1 July 2020
In all of my initiatives for girls I hypnotised the following:
“Playful and creative coding activities strengthen the intrinsic motivation of female teenagers for programming.”
The “Playing, Engagement, Creativity, Creation” (PECC) framework builds the basis for all of my initiatives. The PECC framework is informed by key literature in gender studies, Computer Science education, and the learning sciences; iteratively developed through the large-scale European study (“No One Left Behind” NOLB Project, H2020 No. ) and expanded from 2018-2020 to have a unique focus on gender consciousness by focusing on gender in CS classrooms.
- (accepted) B. Spieler, C. Girvan. 2020. Das PECC-Framework: Gender-Sensibilität und spielerische Programmierung in der informatischen Grundbildung. 18. Fachtagung Bildungstechnologien der GI Fachgruppe Bildungstechnologien (DELFI 2020). September 14-18, 2020.
- Spieler, and W. Slany, 2018. Game Development-Based Learning Experience: Gender Differences in Game Design, 12th European Conference on Games Based Learning. October 4-5, 2018, Sophia Antipolis, France. https://arxiv.org/abs/1805.04457
- Spieler and W. Slany, 2018. Female Teenagers and Coding: Create Gender Sensitive and Creative Learning Environments, In Proceedings of Constructionism 2018. August, 20-25, 2018, Vilnius, Lithuania. https://arxiv.org/abs/1805.04366
- Spieler, 2018. Reinforcing Gender Equality by Analysing Female Teenagers’ Performances in Coding Activities: A Lesson Learned. In Proceedings of Conference on Gender IT 2018 /GEWINN-Konferenz 2018. May, 24-35, 2018, Heilbronn, Germany. https://doi.org/10.1145/3196839.3196871
An evaluation of the attractiveness of Pocket Code showed that students were motivated by its ease of use and its appealing design; however, girls rated the app less enthusiastically. To appeal to female teenagers in particular, a tailored version of the app “Luna&Cat” has been developed. This customised version stands in contrast to the “one size fits all” solution Pocket Code, which may discourage certain user groups. For apps to have a higher chance to appeal to a specific target group, it is necessary to optimise their store listing on app stores, especially as we found that app stores are the most effective way to reach teenagers. For the new version, a focus group discussion was hosted. This discussion ﬁrst brought insights about our target group and suggested names and designs for the new app; and second, allowed each student to make proposals for their desired games. This is important because most girls have the feeling that the games they play are not created for them. With this customised app, our aim is to reach and build a user base of interested female teenagers who want to learn how to code.
- Spieler and W. Slany, 2019. A Customised App to Attract Female Teenagers to Coding. Conference on Gender Research (ICGR 2019). April 11-12, 2019, Rom, Italy. https://arxiv.org/abs/1905.100
- Spieler and W. Slany, 2019. Intersectionality and Computer Science Education: Building Sensitivity and Awareness.18th Annual STS Conference Graz 2019. In STS Conference Graz- BoA 2019 Research. May 6-7, 2019, Graz, Austria
- Akademisches Gymnasium: https://www.akademisches-graz.at/zusammenarbeit-mit-dem-institut-fuer-software-technologie/
- GIBS: http://www.gibs.at/programming-is-fun/ors or
- Discussing final results: https://www.youtube.com/watch?v=XzRtuYj-uSs&feature=youtu.be
- Project page (blog entries): https://www.netidee.at/remotementor
- B. Spieler, L. Oates-Indruchova & W. Slany. 2020. Female Teenagers in Computer Science Education: Understanding Stereotypes, Negative Impacts, and Positive Motivation. Journal of Women and Minorities in Science and Engineering. doi: 10.1615/JWomenMinorScienEng.2020028567 pre-print: https://arxiv.org/abs/1903.01190
- B. Spieler, J. Mikats, S. Valentin, L. Oates-Indruchova & W. Slany. 2020. “RemoteMentor” Evaluation of interactions between teenage girls, remote tutors, and coding activities in school lessons. In Proceedings of the 7th international conference on learning and collaboration technologies (LCT). 19-24 July, Online. Link
- Lodi, D. Malchiodi, M. Monga, A. Morpurgo, and B. Spieler, 2019. Constructionist Attempts at Supporting the Learning of Computer Programming: A Survey. Olympiads in Informatics, 2019, Vol. 13, 99–121.
- Slany, K., Luhana, M., Müller, C. Schindler, and B. Spieler, 2018. Rock Bottom, the World, the Sky: Catrobat, an Extremely Large-scale and Long-term Visual Coding Project Relying Purely on Smartphones, In Proceedings of Constructionism 2018. August 20-25, 2018, Vilnius, Lithuania.
- Lodi, D. Malchiodi, M. Monga, A. Morpurgo, and B. Spieler, 2018. Learning to program in a constructionist way, In Proceedings of Constructionism 2018. 20 – 25 August, 2018, Vilnius, Lithuania.
- A.M. Ayyal Awwad, C. Schindler, C., K. Kumar Luhana., Z. Ali, and B. Spieler, 2017. Improving Pocket Paint’s Usability via Material Design Compliance and Internationalization & Localization Support on Application Level. In Proceedings of the 19th International Conference on Human-Computer Interaction with Mobile Devices and Services. ACM, New York, NY, USA, Article 99, 8 pages. https://doi.org/10.1145/3098279.3122142.
2015 - 2017
- Gaeta, M.E. Beltrán-Jaunsaras, G. Cea, B. Spieler, A. Burton, R.I. García-Betances, D. Brown, H. Boulton, and M.T. Arrendondo, 2019. Evaluation of the Create@School Game-Based Learning–Teaching Approach. Sensors – Open Access Journal 19(15):3251, doi: 10.3390/s19153251
- Spieler, C. Schindler, W. Slany, O. Mashinska, M.E. Beltràn, H. Boulton, and D. Brown, 2017. Evaluation of Game Templates to support Programming Activities in Schools. In Proceedings of the 11th European Conference on Games Based Learning. October 5-6, 2017, Graz, Austria. p. 600-609. https://arxiv.org/abs/1805.04517
- Spieler, C. Schindler, W. Slany, and O. Mashinska, 2017. App Creation in Schools for Different Curricula Subjects – Lessons Learned. In Proceedings of the 9th International Conference on Education and New Learning Technologies. July 3-5, 2017, Barcelona, Spain, p. 5814-5824. DOI: 10.21125/edulearn.2017 https://arxiv.org/abs/1805.04465
- Boulton, B. Spieler, C. Schindler, W. Slany, and M.E. Beltràn, 2016. The Role of Game Jams in developing Informal Learning of Computational Thinking: a Cross-European Case Study. In Proceedings of the 8th International Conference on Education and New Learning Technologies. Barcelona, Spain. July 4-6, 2016, p. 7034-7044. DOI: 10.21125/edulearn.2016. https://arxiv.org/abs/1805.04461
- Spieler, A. Petri, C. Schindler, W. Slany, M.E. Beltràn, and H. Boulton, 2016. Pocket Code: A Mobile App for Game Jams to facilitate Classroom Learning through Game Creation. In Proceedings of the 6th Irish Conference on game-Based Learning. September 1-2, 2016, Dublin, Ireland, p. 61-79. https://arxiv.org/abs/1805.04462
- Petri, C. Schindler, W. Slany, and B. Spieler, 2016. Game Design with Pocket Code: Providing a Constructionist Environment for Girls in the School Context. In Proceedings: Constructionism in Action 2016. February 1-5, 2016, Bangkok, Thailand, p. 109-116
- Petri, C. Schindler, W. Slany, and B. Spieler, 2015. Pocket Code Game Jams: a Constructionist Approach at Schools. In Proceedings of the 17th International Conference on Human-Computer Interaction with Mobile Devices and Services Adjunct. August 24-25, 2015. Copenhagen, Denmark, p. 1207-1211. http://dx.doi.org/10.1145/2786567.2801610
- E. Beltràn, Y. Ursa, A. Petri, C. Schindler, W. Slany, and B. Spieler, M.F Cabera-Umpierrez, M.T. Arredondo, and S. De Los Rios, 2015. Inclusive Gaming Creation by Design in Formal Learning Environments: ‘Girly-Girls’ User Group in No One Left Behind. In Design, User Experience, and Usability: Users and Interactions. Los Angeles, USA, Vol. 9187, p. 153-161. https://doi.org/10.1007/978-3-319-20898-5_15.
The Create@School app is a more tailored version of Pocket Code for academic purposes, with predeﬁned templates for students to start with an almost ﬁnished game and accessibility settings have been added for students with special needs. Create@School is also linked to other services such as behavioral tracking to collect events during coding, as well as the Project Management Dashboard (PMD) for project submission and assessment by teachers. Create@School is still a beta version. For teachers please conduct firstname.lastname@example.org.
Download Link (Google Play): https://play.google.com/store/apps/details?id=org.catrobat.catroid.createatschool