Implementation of ‘Coding with Europeana’ (SOI-TR-257)
This implementation is for the Coding with Europeana learning scenario by José María Díaz Fuentes. It was tested with 14 students in a secondary school in Ankara. The learning scenario includes the maze game, which is an unplugged coding activity. The innovative aspect of this implementation, which is applied to a similar target audience, is to design a maze in a block-based coding environment with Scratch instead of an unplugged game. The students transferred the design they drew on the paper to the computer. At the end of the lesson, they played the games they prepared. The students’ goal is to find an exit in a museum. They also transferred the collections in the museums they chose to Scratch. Selected museums and collections are selected from Europeana resources. In addition, museums were given to the students as a theme and they were allowed to filter in Europeana resources.
Implementation Context
Implementation was done face to face. 14 students participated. 7 of the students are girls and 7 of them are boys. Students are in the 12-13 age group. The application took 120 minutes. Some parts of the script have been shortened and processed. In practice, the scenario was adhered to. Individual work is preferred over group work. Introduction took 10 minutes, Europeana resource research took 20 minutes, prototype preparation took 20 minutes, game design took 50 minutes, playing and evaluating the game took 20 minutes. The fact that the students had previous coding knowledge facilitated the implementation of the scenario. Students have used Europeana resources before in the course. Although the scenario is implemented face to face, it can also be applied online under the same conditions.
The learning scenario was implemented similarly to the original. It was tried in a similar age group. The biggest difference; is to design a digital maze game instead of a physical maze game. In addition, transferring the physical maze to the digital environment with block-based coding can make the learning scenario more enjoyable. In fact, this situation coincides with the purpose of the learning scenario. Another change would be if individual work was not done instead of group work. Students were seen helping each other.
Learning outcomes
The learning scenario was implemented similarly to the original. It was tried in a similar age group. The biggest difference; is to design a digital maze game instead of a physical maze game. In addition, transferring the physical maze to the digital environment with block-based coding can make the learning scenario more enjoyable. In fact, this situation coincides with the purpose of the learning scenario. Another change would be if individual work was not done instead of group work. Students were seen helping each other.
Conclusion
Considering that digitalization will be one of the hot topics now and in the future, it is also very important to integrate it with art and science. This is the nature of the STEAM approach. Therefore, as a computer science teacher, I recommend digital integration to all my colleagues. In this scenario, I had the students filter the resources and set the museums as the theme. This made it very easy for students to find the resources they were looking for. Resources were used effectively in students’ maze games.
Other Europeana Resources used
- Uddevalla Museum, Kungsgatan 30, Uddevalla år 1932 | Europeana
- Uddevalla Museum | Europeana
- Bibliothek täglich geöffnet – Deutsches Museum
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Coding with Europeana created by José María Díaz Fuentes
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Public Domain Mark 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Albertina.