Abstract:

This work presents the results obtained in a training experience directed to portuguese teachers and early childhood educators, about computational thinking, programming and robotics in basic and pre-school education. This training was carried out within the scope of the KML II Project (Laboratory of Technologies and Programming of Learning and Robotics for Preschoolers and Basic Education). It was developed in a b-learning format, including face-to-face and distance sessions. In a context of online education, the theoretical framework that supports this work is based on the principles of active learning and combines several strategies in order to promote the self-regulation of the teaching-learning process. The evaluation of the training process aimed, among other things, to collect information that could contribute to the design of a course on the same theme, in a format for large audiences (Massive Open Online Course - MOOC). In this communication we focus on the assessment of the dimensions related to the distance training component. Thus, we present the results obtained about the instructional design and its operation in the virtual learning environment, considering that these are the aspects that are of most interest to the development of the MOOC. In the sequence we advance some principles to be considered in the pedagogical design of the MOOC, which aims to expand the access of teachers and childhood educators to the topics and skills on computational thinking, robotics and programming, and their inclusion in the respective pedagogical practices.

Keywords:

Computational thinking, programming and robotics, Teacher training, Blended Learning, MOOC.