methodological aspects implementation and summative ... · summative evaluation: classroom...
TRANSCRIPT
Methodological aspects Implementation and Summative Evaluation
Mario Barajas and Anna Trifonova
Block Magic Concept
Sept 10, 2013 ICTE 2013, Ostrava (Czech Republic) 2
Block Magic
Block Magic Concept
• The logic blocks
• The “intelligent” software
• Active and playful learning
• Block Magic Training KIT
– RFID tags on each block
– The magic wand/board
– Teaching manual
Sept 10, 2013 ICTE 2013, Ostrava (Czech Republic) 3
Block Magic Concept
Sept 10, 2013 ICTE 2013, Ostrava (Czech Republic) 4
Block Magic Target Users
• Children of age 2.5-7
• Children with special needs
• Teachers
Direct target
• Parents
Indirect target
Sept 10, 2013 ICTE 2013, Ostrava (Czech Republic) 5
The overarching goal is to help young learners to learn autonomously
creative skills
mathematical skills
logical skills
language skills
strategic skills
social skills
Reference Scenario 1 – Individual Game
Sept 10, 2013 ICTE 2013, Ostrava (Czech Republic) 6
Reference Scenario 2 – Group Game
Sept 10, 2013 ICTE 2013, Ostrava (Czech Republic) 7
The focus is on the social interaction
creative skills
mathematical skills
logical skills
language skills
strategic skills
social skills
Block Magic design overview
Concepts definition
Scenarios design
Exercises design
Formative evaluation: focus group with
teachers
Software Development
Formative evaluation: classroom based and teachers’ interviews
Exercises design, v2
Teachers’ Manual
Hardware & Software Development
Summative evaluation: classroom
implementation and teachers’ interviews
Exercises review & improvement
Software update and improvement
Sept 10, 2013 ICTE 2013, Ostrava (Czech Republic) 8
Block Magic Implementation in Spain
• 9 children (in 2 schools)
– Group 1 (Age 4-5), 3 children
– Group 2 (Age 6), 3 children
– Group 3 (Age 7), 3 children
• Interviews with 3 teachers
Sept 10, 2013 ICTE 2013, Ostrava (Czech Republic) 9
Formative evaluation: classroom based and teachers’ interviews
Summative evaluation: classroom implementation and teachers’ interviews
• 45 children (1 school) – Group 2 (Age 6), 29 children – Group 3 (Age 7), 16 children
• Another school by the end of June
• Interviews with 4 teachers
• planned during June
Quasi-experimental design
Sept 10, 2013 ICTE 2013, Ostrava (Czech Republic) 10
Pre-test
Classroom implementation
Post-test
Teachers interviews
BM individual play
(9 children)
BM group play
(9 groups of 4 children = 36
children)
* 20 minutes sessions in different days
Sept 10, 2013 ICTE 2013, Ostrava (Czech Republic) 11
Preliminary results: pre-post tests
Almost all children stated they want to continue playing with BLOCK MAGIC
Sept 10, 2013 ICTE 2013, Ostrava (Czech Republic) 12
Preliminary results: pre-post tests
• Based on 43 pre and post tests
Sept 10, 2013 ICTE 2013, Ostrava (Czech Republic) 13
0
2
4
6
8
10
12
14
16
18
20
Average resolved
Average errors
Average helps
requests
min.time Average time
max.time
pre
post
Preliminary results: pre-post tests
Sept 10, 2013 ICTE 2013, Ostrava (Czech Republic) 14
0
2
4
6
8
10
12
14
16
18
20
Average resolved
Average errors
Average helps
requests
min.time Average time
max.time
Single play
pre
post
0
2
4
6
8
10
12
14
16
18
20
Average resolved
Average errors
Average helps
requests
min.time Average time
max.time
Group play
pre
post
Which competences
• mathematical competence and basic competences in science and technology
• learning to learn
• digital competence
• communication in the mother tongue
• communication in foreign languages
• social and civic competences
Sept 10, 2013 ICTE 2013, Ostrava (Czech Republic) 15
Preliminary results: observations
Sept 10, 2013 ICTE 2013, Ostrava (Czech Republic) 16
Thank you!
• Contacts:
– Mario Barajas Frutos [email protected]
– Anna Trifonova
– [email protected] http://www.futurelearning.org
17 Sept 10, 2013 ICTE 2013, Ostrava (Czech Republic)