Learning paths usually have three primary components: goals, developmental progressions of students’ thinking processes, and instructional activities that promote the development of students’ thinking along the progression. When learning paths
are used to guide lesson development, lessons are designed to build upon contiguous levels of instruction in a deliberate, consecutive manner because those lessons build on foundations set by previous lessons in order to avoid gaps in learning.
If instructions are based on digital target competencies and CT (for example, lessons on sequencing), we assume that students will be able to perform tasks associated (in this case to Mathematics - Algebraic Thinking) with that level of instruction as well as all previous levels. So, our interactive tasks must be designed to fit these different objectives: algebraic thinking concepts, computational thinking process, and digital competence.
The main results of Work Package 2:
- Learning outcomes for the two age groups separately (9-11 and 12-14): what students should know, be able to do as a result of participating in this project. Learning outcomes play an important role in assessment and evaluation, making clear
what knowledge learners should have upon completion of the learning activity.
- The activity plan. Learning objectives are passed to the outcomes and design the activity plans. The activity plan is based on and paired with Bebras activities (used in partner countries) and contain online, interactive activities and unplugged extending activities, as well.
- Tasks on CT with integrated AT. Tasks are practical, current, and can be used as a basis for digital competence development in any schools. The activities are integrated into an analytics based learning ecosystem linked with an assessment framework. At least 100 activities will be developed, translated and integrated.
- Materials. The following materials will be translated into partner countries’ languages where associated school will participate in pilots: the texts of activities integrated into the ecosystem and used in 1) the pilot questionnaires, 2) forms for feedback, 3) teachers guides - if needed.
- Piloting works. The feedback and questionnaire give the basis of each partner’s
pilot reports.
- Teacher workshop. The learning paths and the plans of earning activities will be discussed in a Teacher workshop, in Budapest with the partners and teachers from associated schools in Hungary. This involves the final improvement of the learning activities.