Shared learnings

As an example, these are some of the lessons shared with the centers

Computational Thinking:

This thinking process allows us to formulate or solve world problems using skills and techniques such as sequences or ordered instructions (algorithms) to arrive at solutions.

This type of thinking involves logically identifying, representing, organizing, and analyzing information, implementing possible solutions to achieve maximum efficiency and effectiveness of steps and resources.

To develop it, we rely on four key techniques that can be applied to solve a wide range of problems and/or situations:

Decomposition: breaking down a complex problem into smaller, manageable parts.
Pattern Recognition: looking for similarities between different problems or parts of the same problem.
Abstraction: focusing only on important information, ignoring irrelevant details.
Algorithms: creating instructions to follow to solve a problem.

In this sense, computational thinking is found in all areas of knowledge, as it not only helps in problem-solving but also in pattern analysis, process automation, and abstraction, among other transversal skills.

Like any other competence, it can be learned and refined throughout one's educational journey and even life, following different methodological pathways:

Connected or Disconnected: refers to the need or not for using tablets or computers to program the solution to a problem. Normally, Connected requires the use of a computational language (basic like Scratch or more sophisticated), while Disconnected does not require a specific language but does require certain procedures.
Transversal or Specific: computational thinking can be learned and developed through the challenges presented in a subject or project, or it can be used to learn a subject or solve a project thanks to the knowledge of computational thinking.
In Context or Out of Context: computational thinking can be learned and practiced within the broader framework we have mentioned or as a specific activity of a subject, whether curricular or extracurricular.

Globally, experts believe the best way to develop computational thinking in school is through the use of educational robots, which are designed, built, and programmed by the students themselves. This approach is based on the following ideas:

It is a tool that allows for systematic construction and deconstruction (LEGO pieces, metal structures...).
It allows creating work groups based on certain robot-student ratios (1:1; 1:3; 1:5...).
Major manufacturers have been working for years thinking about the needs of students and teaching staff; hence they offer training and various learning scenarios already created, unlike other maker tools that do not focus on the educational component.
Robots provide immediate feedback to the programming done, fostering a learning environment where error is part of the process (trial-and-error method).
Robots allow combining programming and construction, making it a comprehensive solution.
They add a physical dimension to learning, making knowledge transferable to the student's reality, which does not happen with simulators.
There is a wide variety of options and prices for all needs.

STEAM Methodologies:

The LOMLOE (2020) is governed by a competence-based learning model that seeks the acquisition of eight key competences, including Mathematical Competence and Competence in Science and Technology (STEM). Therefore, this methodology is integrated into the new curriculum approach.

Specifically, this new competence proposed by the law includes understanding the world through the scientific method, mathematical thinking and representation, technology, and engineering. Additionally, it proposes the idea of transforming the environment in a committed, responsible, and sustainable way.

Moreover, aiming to break the traditional separation between scientific-technological and artistic disciplines, this new methodology also includes art, highlighting the transversal value of creativity and divergent thinking.

Through the use of educational technology and the STEAM methodology, students are encouraged to use technology as a useful and necessary tool for learning, also identifying it as a means to develop digital competences.

Problem-based learning is particularly important in the STEAM methodology. In this sense, the characteristics of computational thinking can reformulate problems by breaking them down into smaller, manageable segments. These strategies allow students to transform complex problems into multi-step procedures that are not only easier to examine but also constitute a more efficient way of thinking (Jeannette Wing, n.d.).

Maker Space:

Translating the word "Maker" into Catalan gives us two concepts that can be closely related and help us define what we understand by this space: on one hand, we can translate it as "manufacturer," but it also admits the translation of "creator." Therefore, a possible translation would be a creative production space.

This concept can be developed in schools by creating adapted spaces with tools and instruments of different characteristics that allow learning, developing, and applying different technologies, whether analog or digital. In these spaces, learning situations can occur where the creative production of the students' own work takes place.

In such spaces, we can find: laser cutters, robots, making tool kits, 3D printers, laboratory elements, a studio and recording equipment, screens, etc. Efforts will be made to equip this space with large and resistant tables, as well as diverse furniture.

The space should be open to all the center’s teachers, and the students' creative process should find solutions in this space in all areas and fields of learning. Depending on the methodology applied in the center, it can be used as the creative culmination of a project or as a place for demonstrative and/or complementary classroom activities. In some cases, it can be used for both functions simultaneously, especially in centers adopting more hybrid methodologies.

In this sense, it is crucial that the space be accessible to all teachers and that each one makes it their own. Additionally, a support system must be established for all faculty members so they can learn about the space's potential and receive help to use its tools effectively.

There are multiple technologies that allow students to be creators and have the opportunity to design their own idea from start to finish (for example, the FAIG project from Cesire).

A place where you make ‘meaning’ which many times is more important than the stuff you make

– Colleen Graves

The integration of the curriculum:

One of the actions that must always be taken when applying a methodology, implementing an activity, or incorporating pedagogical tools in the classroom is what is known as "content alignment." This means that any pedagogical action must consider the objectives it pursues, including at least the prescriptive objectives established by the curriculum.

For this reason, creating a Maker space, incorporating Computational Thinking, or practicing STEAM methodologies must respond to the indications described in the prescriptive curriculum, both in terms of key competences and specific competences and knowledge.

This requires a careful curricular analysis to identify which parts of the prescriptive curriculum can be achieved through the incorporated methodologies.

This curricular integration can be achieved in different ways depending on the methodology applied:

Incorporation into Fields and Areas as an activity.
Incorporation as part of a project within a Field or Area.
Design of a transversal project with curricular objectives drawn from other Fields or Areas.
Hybrid implementation according to the three previous methodologies.

According to the new education law, the three concepts described in this document (Maker Methodology, STEAM, and Computational Thinking) are included in Primary Education within the Fields of Mathematics and Environment and in Secondary Education within the Areas of Mathematics, Physics and Chemistry, Biology and Geology, and Technology and Digitalization.

However, confining them to these areas could be counterproductive, as it may overlook the acquisition of other types of competences, such as soft skills or transversal competences. These are the set of broad-ranging capacities, skills, abilities, and behaviors that interact to respond to various situations and different levels of complexity.

In the changing world we live in, qualities such as innovation, autonomy, adaptability, and the ability to work in a team are not only relevant within the learning environment but also in the job market and throughout adult life. Thus, in perspective, by enhancing these types of competences, what is achieved is preparing young people for the future.

The methodology:

The application of digital technologies will allow for different methodological approaches, always based on solving a challenge or problem, which is why the implementation of technologies can enable deepening methodological innovation.

It is important to be aware of the methodology being applied in each case to ensure it is done as correctly as possible. Typically, "pure" methodologies are not applied; generally, hybrid methodologies are used that can be applied at different times in learning situations depending on the weight to be given.

The incorporation of a new vision:

The implementation of digital technologies can initiate a methodological transformation in the center. Maker resources and Computational Thinking can serve as a transversal tool across all learning areas of the center and introduce or consolidate a PBL (Project-Based Learning) approach.