| SESSION | TITLE | OBJECTIVE | ACTIVITY DESCRIPTION | PROTOCOL | SETTING |
|---|---|---|---|---|---|
| 1 | CODING UNPLUGGED | Introduce children to the lab and familiarize them with the basic concepts of algorithmic thinking: start, end, sequence of commands. | • Minutes 0-10: Welcome the children, gather in a circle, and briefly introduce today’s activity. • Minutes 10-50: Coding unplugged "Play and Stop" game. Introduce basic commands with cards, practice actions with Play/Stop, then play a programmer/robot game led by the educator. • Minutes 50-60: Reflective discussion on sharing, laterality, and spatial movement in programming concepts. | UK - Kindergarten - Session 1 Spanish - Kindergarten - Session 1 Italy - Kindergarten - Session 1 Lithuanian - Kindergarten - Session 1 Dutch - Kindergarten - Session 1 | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) |
| 2 | CODING UNPLUGGED | Familiarize with the movement of an object on a grid, with the concept of sequence and laterality. | • Minutes 0-5: Welcome the children, form a circle, and briefly introduce today’s activity. • Minutes 5-50: Coding unplugged activity on a poster grid. Present a story and character with command cards to move the character on the grid. Discuss the function of each command, plan the character’s route, and narrate movements as they progress. • Minutes 50-60: Reflective discussion on laterality and spatial movement concepts related to programming. | UK - Kindergarten - Session 2 Spanish - Kindergarten - Session 2 Italy - Kindergarten - Session 2 Lithuanian - Kindergarten - Session 2 Dutch - Kindergarten - Session 2 | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) |
| 3 | TRAINING WITH I-CODE | Explore the materials and the i-code application. | • Minutes 0-5: Welcome the children, form a circle, and briefly introduce today’s activity. • Minutes 5-50: Tool training. - Minutes 5-20: Presentation and exploration of command cards. Discuss connections to previous coding activities, encourage questions, and project cards to clarify meanings. - Minutes 20-50: Introduction to tablet use. Explore the i-code interface with guided questions, practice loading backgrounds and characters, and learn to make small character movements using the cards. • Minutes 50-60: Reflective discussion on the experience with the new tools (cards and tablet) and the process of creating and moving images. | UK - Kindergarten - Session 3 Spanish - Kindergarten - Session 3 Italy - Kindergarten - Session 3 Lithuanian - Kindergarten - Session 3 Dutch - Kindergarten - Session 3 | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) |
| 4 | STORY-RETELLING WITH I-CODE (Story with beginning, middle, and end) | Familiarize with the i-code tool through narrative models and computational logic concepts. | • Minutes 0-5: Welcome the children, form a circle, and introduce today’s activity: retelling a story using i-Code. • Minutes 5-50: Story-retelling with i-Code. Read a short story with a beginning, middle, and end ("K1") to the children. In small groups, they use i-Code to retell the story, exploring narrative and computational logic concepts. • Minutes 50-60: Reflective discussion on the experience of using i-Code to tell stories. | UK - Kindergarten - Session 4 Spanish - Kindergarten - Session 4 Italy - Kindergarten - Session 4 Lithuanian - Kindergarten - Session 4 Dutch - Kindergarten - Session 4 | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) [Evaluation of the groups' collaboration during sessions 4, 7, and 10 of the Digital Narrative Coding Lab by the teacher]. |
| 5 | STORY-RETELLING AND STORYTELLING WITH I-CODE (Story with beginning, middle, without end) | Foster learning of narrative structure, sequential logic, and computational thinking concepts. | • Minutes 0-5: Welcome the children, form a circle, and introduce today’s activity: retelling a story using i-Code, this time creating an original ending. Minutes 5-50: Story-retelling with i-Code. Present a story with a beginning and middle ("K2") and guide children to retell it using i-Code, focusing on developing an original ending to complete the narrative structure and enhance sequential logic skills. Minutes 50-60: Reflective discussion on using i-Code for storytelling and the experience of creating story endings. | UK - Kindergarten - Session 5 Spanish - Kindergarten - Session 5 Italy - Kindergarten - Session 5 Lithuanian - Kindergarten - Session 5 Dutch - Kindergarten - Session 5 | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) |
| 6 | STORY-RETELLING AND STORYTELLING WITH I-CODE (Story with beginning without middle or end) | Foster learning of narrative structure, sequential logic, and computational thinking concepts. | • Minutes 0-5: Welcome the children, gather in a circle, and introduce today’s activity: retelling a story using i-Code, focusing on adding the middle and end. • Minutes 5-50: Story-retelling with i-Code. Present a story that has a beginning but lacks a middle and end ("K3"). Guide the children to develop the middle and end of the story while using i-Code to retell it, enhancing their understanding of narrative structure and sequential logic. • Minutes 50-60: Reflective discussion on the experience of using i-Code for storytelling and the process of creating a complete narrative. | UK- Kindergarten - Session 6 Spanish - Kindergarten - Session 6 Italy - Kindergarten - Session 6 Lithuanian - Kindergarten - Session 6 Dutch - Kindergarten - Session 6 | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) |
| 7 | STORY-RETELLING WITH PROBLEM SOLVING WITH I-CODE (Complete story with problematic event and resolution) | Stimulate problem-solving skills, supported by narration and computational thinking. | • Minutes 0-5: Welcome the children, gather in a circle, and introduce today’s activity: retelling a story using i-Code that includes a problem to be solved. • Minutes 5-50: Story-retelling with i-Code. Present a narrative model featuring a problem and its resolution ("K4"). Guide the children to retell the story using i-Code, emphasizing problem-solving as a key aspect of computational thinking. • Minutes 50-60: Reflective discussion on the experience of using i-Code for storytelling and problem-solving within the narrative. | UK- Kindergarten - Session 7 Spanish - Kindergarten - Session 7 Italy - Kindergarten - Session 7 Lithuanian - Kindergarten - Session 7 Dutch - Kindergarten - Session 7 | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) [Evaluation of the groups' collaboration during sessions 4, 7 and 10 of the Digital Narrative Coding Lab by the teacher]. |
| 8 | STORY-RETELLING AND STORYTELLING WITH PROBLEM SOLVING WITH I-CODE (Complete story with problematic event without resolution) | Stimulate problem-solving skills, supported by narration and computational thinking. | • Minutes 0-5: Welcome the children, gather in a circle, and introduce today’s activity: retelling a story using i-Code, focusing on solving a problem presented in the story. • Minutes 5-50: Story-retelling with i-Code. Present a narrative model that includes a problematic event without a resolution ("K5"). Guide the children to retell the story using i-Code, encouraging them to develop their own resolution to the problem. • Minutes 50-60: Reflective discussion on the experience of using i-Code for storytelling and the problem-solving process involved in creating a resolution. | UK- Kindergarten - Session 8 Spanish - Kindergarten - Session 8 Italy - Kindergarten - Session 8 Lithuanian - Kindergarten - Session 8 Dutch - Kindergarten - Session 8 | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) |
| 9 | CREATION OF A FREE STORY WITH I-CODE | Apply the narrative and computational thinking concepts learned, stimulating creativity. | • Minutes 0-5: Welcome the children, gather in a circle, and introduce today’s activity: inventing their own story using i-Code based on previous lessons. • Minutes 5-50: Collaborative story creation. Participants will work in groups to create their own story and prepare to retell it using i-Code. • Minutes 50-60: Provide time for questions or concerns about the project, followed by a reflective discussion on the experience of using i-Code for storytelling. | UK - Kindergarten - Session 9 Spanish - Kindergarten - Session 9 Italy - Kindergarten - Session 9 Lithuanian - Kindergarten - Session 9 Dutch - Kindergarten - Session 9 | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) |
| 10 | CREATION OF A FREE STORY WITH I-CODE | Apply the narrative and computational thinking concepts learned, stimulating creativity. | • Minutes 0-5: Welcome the children, gather in a circle, and introduce today’s activity: finishing and sharing their stories created with i-Code. • Minutes 5-50: Groups will continue collaborating to finalize their stories and retell them using i-Code. • Minutes 50-60: Reflective discussion on the overall lab experience, highlighting the journey from unplugged coding activities to storytelling with i-Code. | UK - Kindergarten - Session 10 Spanish - Kindergarten - Session 10 Italy - Kindergarten - Session 10 Lithuanian - Kindergarten - Session 10 Dutch - Kindergarten - Session 10 | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) [Evaluation of the groups' collaboration during sessions 4, 7 and 10 of the Digital Narrative Coding Lab by the teacher]. [Evaluation of the students' satisfaction with the Digital Narrative Coding Lab during session 10 by the students]. |