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Susanna Tesconi
Universitat Oberta de Catalunya (UOC)

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Conference paper
Published: 03 July 2021 in Algorithms and Data Structures
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Educational laboratories are flexible environments that allow learners to learn by practice, fostering their creativity, learning awareness, and collaboration with peers. Bringing these laboratory environments to an online setting is both challenging and necessary, particularly nowadays, when a significant part of learning takes place in online settings. Educational laboratories are well-suited places for learning to code, which is stated to require a great effort from learners, especially for non-STEM learners. This paper presents the design, development, and evaluation of CodeLab, a laboratory-based platform for learning to code through practice. A user-centered design approach was carried out, making learners active members of the design process through different design methods. As a result of two design iterations, CodeLab provides an integrated practice environment with a learning path based on a list of challenges and activities. Learners solve these activities and engage with their learning process by being aware of their own progress. The tool conveys a laboratory experience to non-STEM learners, fostering their practice skills, assessment, and autonomy.

ACS Style

Carles Garcia-Lopez; Enric Mor; Susanna Tesconi. CodeLab: An Online Laboratory for Learning to Code. Algorithms and Data Structures 2021, 437 -455.

AMA Style

Carles Garcia-Lopez, Enric Mor, Susanna Tesconi. CodeLab: An Online Laboratory for Learning to Code. Algorithms and Data Structures. 2021; ():437-455.

Chicago/Turabian Style

Carles Garcia-Lopez; Enric Mor; Susanna Tesconi. 2021. "CodeLab: An Online Laboratory for Learning to Code." Algorithms and Data Structures , no. : 437-455.

Journal article
Published: 09 September 2020 in Sustainability
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Open educational resources (OER) play an important role in teaching and learning, especially in lifelong learning. Educational resources should be created in a way that addresses lifelong learners’ needs. Human-centered design (HCD) is a design perspective and an iterative process that involves users in all phases of the process. Thus, an HCD approach can provide relevant advantages when creating OER for lifelong learning. This work presents the Design Toolkit as a case study of digital open educational contents for design education that has been created following an HCD process. The orientation of the Design Toolkit is to provide users OER in a tool format rather than in a traditional manner. The main goal of this research is to contribute to the understanding of how HCD impacts OER creation. The research focuses on teachers, assessing the Design Toolkit content organization and analyzing teacher adoption and usage of the resources. The HCD approach fosters teachers’ satisfaction, promotes OER adoption and provides new design requirements for a future iteration of the HCD process. The results show that designing OER involving users through an HCD approach sets the focus adequately on their needs and limitations. Teachers feel satisfied with the Design Toolkit, fostering the adoption of OER in different educational contexts. Finally, users’ involvement in the whole HCD process points out design and educational requirements for future work.

ACS Style

Carles Garcia-Lopez; Enric Mor; Susanna Tesconi. Human-Centered Design as an Approach to Create Open Educational Resources. Sustainability 2020, 12, 7397 .

AMA Style

Carles Garcia-Lopez, Enric Mor, Susanna Tesconi. Human-Centered Design as an Approach to Create Open Educational Resources. Sustainability. 2020; 12 (18):7397.

Chicago/Turabian Style

Carles Garcia-Lopez; Enric Mor; Susanna Tesconi. 2020. "Human-Centered Design as an Approach to Create Open Educational Resources." Sustainability 12, no. 18: 7397.

Journal article
Published: 24 September 2019 in Center for Educational Policy Studies Journal
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Digital Making as an Educational Project is an innovative educational experience that has been carried out with students of the Primary Education and Social Education degrees for three consecutive years. The experience introduces digital making as an activity in which students create an object using digital technology. In the process, they not only gain an insight into how the technology works, but also learn the content and competences of the curriculum. This innovative teaching practice was carried out as action research in order to improve traditional higher education practices. In this sense, the proposal puts the student at the centre of the process as the author and protagonist of their own learning process. The experience is based on their own interests: they decide what to make based on a given context. The students work in groups and look for what they need to learn to overcome a particular challenge, while the teacher supports the process as a facilitator, offering guidance and resources when necessary. The evaluation of the whole process is regulated via a group diary (a shared online document) and an individual diary (a blog) that the students produce. The final evaluation is not only of the printed product; the students also produce a video in the form of storytelling, in which they explain how the process evolved from the initial idea to the final impression of the object. They also reflect on what they have learned, how teamwork has worked and what possibilities they believe digital making offers in the primary and non-formal educational contexts in which they will work. All of the processes are compiled in the students’ blogs, as well as in the teachers’ field notebooks. The experience was executed in collaboration with the Digital Fabrication Centres of Barcelona. The results were organised to highlight the strengths and weaknesses of using technologies to improve higher education offering an approach in which students are at the centre of the whole process. Strengths: strong student motivation, promotion of self-directed and collaborative learning and learning by doing, and familiarisation with a transforming integration of technology as protagonists. Weaknesses: hesitance and resistance to facing the challenge, management of scarce time, large time investment by the teachers, and the difficulty of achieving in-depth reflection on how digital fabrication could be introduced in educational contexts such as primary school and non-formal contexts.

ACS Style

Alejandra Bosco; Noemí Santiveri; Susanna Tesconi. Digital Making in Educational Projects. Center for Educational Policy Studies Journal 2019, 9, 51 -73.

AMA Style

Alejandra Bosco, Noemí Santiveri, Susanna Tesconi. Digital Making in Educational Projects. Center for Educational Policy Studies Journal. 2019; 9 (3):51-73.

Chicago/Turabian Style

Alejandra Bosco; Noemí Santiveri; Susanna Tesconi. 2019. "Digital Making in Educational Projects." Center for Educational Policy Studies Journal 9, no. 3: 51-73.

Conference paper
Published: 27 June 2019 in Transactions on Petri Nets and Other Models of Concurrency XV
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This paper presents the design process and implementation of a design knowledge repository. In recent years, design evolved into a broad discipline with a large application field. From an educational point of view, this design expansion brings the need to rebuild design contents and resources for both practitioners and learners. We designed and developed a repository of design resources. The design process followed a user-centered design approach, taking into account different types of users with learning needs. Design contents were analyzed taking into account the new challenges and disciplines of design and the educational needs of practitioners and learners. Three main types of design contents were identified and also the need to provide tools instead of simply contents, that is, up-to-date and actionable resources that, at the same time, lead to reflection and critical thinking. These tools were arranged into a toolbox, a knowledge repository that became a toolkit. The toolkit provides an adaptable navigation system that allows either direct access or exploration of the available tools.

ACS Style

Carles Garcia-Lopez; Susanna Tesconi; Enric Mor. Designing Design Resources: From Contents to Tools. Transactions on Petri Nets and Other Models of Concurrency XV 2019, 87 -100.

AMA Style

Carles Garcia-Lopez, Susanna Tesconi, Enric Mor. Designing Design Resources: From Contents to Tools. Transactions on Petri Nets and Other Models of Concurrency XV. 2019; ():87-100.

Chicago/Turabian Style

Carles Garcia-Lopez; Susanna Tesconi; Enric Mor. 2019. "Designing Design Resources: From Contents to Tools." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 87-100.

Conference paper
Published: 07 June 2018 in Programmieren für Ingenieure und Naturwissenschaftler
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This work presents the design and architecture of an educational tool for learning to code. The CodeLab tool is based on skill practice and assessment and is targeted for non-STEM students to develop computational thinking. The tool is designed to provide a lab experience and environment based on exercises to practice through a conversational interface.

ACS Style

Enric Mor; Francesc Santanach; Susanna Tesconi; Carlos Casado. CodeLab: Designing a Conversation-Based Educational Tool for Learning to Code. Programmieren für Ingenieure und Naturwissenschaftler 2018, 94 -101.

AMA Style

Enric Mor, Francesc Santanach, Susanna Tesconi, Carlos Casado. CodeLab: Designing a Conversation-Based Educational Tool for Learning to Code. Programmieren für Ingenieure und Naturwissenschaftler. 2018; ():94-101.

Chicago/Turabian Style

Enric Mor; Francesc Santanach; Susanna Tesconi; Carlos Casado. 2018. "CodeLab: Designing a Conversation-Based Educational Tool for Learning to Code." Programmieren für Ingenieure und Naturwissenschaftler , no. : 94-101.

Conference paper
Published: 22 July 2015 in Transactions on Petri Nets and Other Models of Concurrency XV
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The paper describes an ongoing research on teacher education for the implementation of making and digital fabrication in educational settings taking part at LABoral Art Centre, Spain. It aims to define key points and indications for the design of learning environments for teachers through making and prototyping in the context of an art centre as an open education lab. We present a qualitative instrumental case study articulated around two dimensions: the analysis of the context of the art centre, and the design of two teaching education programs. The analysis of LABoral context aims to explore the potentiality of an open lab and its related community as a learning environment for teacher education. The study of the teaching education programs is set to define the principles in order to put forward a proposal for the design of a learning environment for teacher education in making.

ACS Style

Susanna Tesconi; Lucía Arias. The Transformative Potential of Making in Teacher Education: A Case Study on Teacher Training Through Making and Prototyping. Transactions on Petri Nets and Other Models of Concurrency XV 2015, 119 -128.

AMA Style

Susanna Tesconi, Lucía Arias. The Transformative Potential of Making in Teacher Education: A Case Study on Teacher Training Through Making and Prototyping. Transactions on Petri Nets and Other Models of Concurrency XV. 2015; ():119-128.

Chicago/Turabian Style

Susanna Tesconi; Lucía Arias. 2015. "The Transformative Potential of Making in Teacher Education: A Case Study on Teacher Training Through Making and Prototyping." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 119-128.