**3.3. Digital creative pedagogies (DCP)**

Based on the literature presented in the previous sections, it is possible to establish a series of characteristic components of DCP, that is, teaching practices which contribute to the development of students' creativity. We organised them into four dimensions:

• *Learning environments* refer to both the physical and organisational aspects of creativity at stage. Among other components, creative learning environments promote exploration and discovery and present few constraints in terms of space and time, as well as provide a safe

• *Teaching strategies* refer to the approaches and methodologies used by the teacher to reach specific pedagogical objectives. For example, problem-based learning, project-based learning and inquiry-based learning allow for exploring scientific phenomena by fostering students' curiosity. Usually, inquiry processes apply a cycle of learning actions, which do not necessarily occur in a linear sequence, that is, asking questions, proposing hypotheses, investigating those hypotheses, generating new knowledge, discussing results, presenting evidences and reflecting on emerging solutions. This open-ended process engages students in creative problem-solving and evidence-based reasoning. Students learn how to formulate problems into key questions so to get the best possible answers and propose

and non-judgemental climate.

**DCP dimensions Components**

Learning environment Flexible use of space and time

Teaching strategies Inquiry-/project-/problem-based learning

Teacher-student interactions Non-prescriptive planning

Digital tools Manipulative technologies

**Table 1.** The components of digital creative pedagogies (DCP).

Use of the outdoor environment Space for exploration and discovery Safe and non-judgemental climate

Place knowledge in a wider context

Game-based learning approaches Multimodal teaching approaches

Participation of educators as learners

Value learning processes above outcomes Tolerance of ambiguity and uncertainty

Mutual respect, dialogue and negotiation

Promotion of risk-taking and use of failure as a positive learning factor

Agency-oriented ethos

Educational robotics Game design and coding

Connect knowledge to students' life and interests

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Collaborative and improvisational practices

creative solutions.

<sup>7</sup> https://education.lego.com/en-us/support/wedo

<sup>8</sup> https://education.lego.com/en-us/support/mindstorms-ev3

<sup>9</sup> http://www.makeblock.com/mbot

<sup>10</sup> https://www.bee-bot.us/bee-bot.html

<sup>11</sup> http://ozobot.com/

<sup>12</sup> https://www.makewonder.com/dash

<sup>13</sup> https://scratch.mit.edu/

<sup>14</sup> https://www.kodugamelab.com/

<sup>15</sup> https://www.alice.org/


**Table 1.** The components of digital creative pedagogies (DCP).

*3.2.2. Educational robotics*

114 Active Learning - Beyond the Future

*3.2.3. Game design and coding*

imagination [56].

**3.3. Digital creative pedagogies (DCP)**

7 https://education.lego.com/en-us/support/wedo

9 http://www.makeblock.com/mbot 10 https://www.bee-bot.us/bee-bot.html

12 https://www.makewonder.com/dash

11 http://ozobot.com/

13 https://scratch.mit.edu/ 14 https://www.kodugamelab.com/ 15 https://www.alice.org/

8 https://education.lego.com/en-us/support/mindstorms-ev3

and LEGO Mindstorms,<sup>8</sup>

LEGO WeDo<sup>7</sup>

Educational robotics uses tangible materials to teach a variety of topics, including STEM, literacy, social studies, dance, music and art [50]. Such teaching strategy enhances students' learning experience through hands-on/mind-on activities integrated with technology. Nowadays, a large number of educational robotics tools are available on the market, including

younger learners (age below 6 years) educational robotics often focuses on learning the basic programming principles, simple logics and mathematics concepts. Commonly, the creation of both hardware and software parts of a robot encourages children to think imaginatively, stimulates them to analyse situations and applies critical thinking in solving real-world problems. Ina addition, robots can be involved in teaching and learning social skills [51]. Indeed, robotics activities are usually organised in a collaborative manner, with a small number of students working together to achieve the proposed objectives [52]. Hence, teamwork and cooperation are an integral part of any robotics project: students learn to express their ideas and listen to those of their peers; all can offer arguments and reach conclusions jointly. Students focus on resolving problems for achieving the goals of their projects and learn from their errors on the way.

Since Papert first introduced the Logo programming language and the 'Logo turtle', coding and developing computational thinking skills have become more and more important in today's world and particularly in education [53]. Mass acceptance is enabled by the availability of programming tools which are appropriate for younger learners. Indeed, several visual programming languages using puzzle-like blocks appeared in recent years, such as Scratch13, Kodu14 and Alice.15 Students focus on learning programming concepts and practise a variety of skills [54], instead of solving syntax problems. Those programming environments, when appropriately integrated in teaching practices, promote exploration, risk-taking and autonomous learning, as well as increase students' motivation [55] and spark students'

Based on the literature presented in the previous sections, it is possible to establish a series of characteristic components of DCP, that is, teaching practices which contribute to the develop-

ment of students' creativity. We organised them into four dimensions:

Bee-Bot,10 Ozobot11 and Dash and Dot.12 For the

mBot,9


• *Teacher-student interactions* constitute an essential factor to provide rich learning processes. Indeed, learning occurs in social contexts, and creativity emerges with respectful exchanges which promote risk-taking, tolerate uncertainty, see failure as positive and promote students' autonomy.

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• *Digital tools* are instruments which mediate the learning process; they aim to facilitate learners' expression, as well as to extend their possibilities and abilities while carrying a task. Digital tools also enhance manipulation, experimentation or risk-taking, which are key aspects of creativity. As argued earlier, manipulative technologies, educational robotics tools and game design/coding environments are particularly suitable to support digital creative practices.

**Table 1** summarises the characteristic components of DCP and their corresponding dimensions.
