The passive-participatory model distinguishes six levels of learner creative engagement in Technology Enhanced Learning (TEL). Creative engagement is a form of engagement that is not only cognitive but also in which the learner is a creative agent, producing (or making) generative acts or artefacts.
This model is developed for training and research purposes as part of the course TEN-2901 (Creative uses of edTech, Romero, 2014) in the FSE of Université Laval the action-research activities of the FRQSC #CoCreaTIC project.
The references below present the different instances of the Passive-Participatory (PP) model:
Romero, M., Laferriere, T., & Power, T. M. (2016). The move is on! From the passive multimedia learner to the engaged co-creator. ELearn, 2016(3). // In this article we present the Passive-Participatory model which is centered on the creative engagement of the learner and its differences with the ICAP model, which is centered on the cognitive engagement.
Septiani, D.P., Kostakos, P., Romero, M. (2023). 5c21-AI, a five-level framework of creative engagement in AI tools in education. In 13th International Conference on Methodologies and Intelligent Systems for Technology Enhanced Learning. // In this study, we review AIED studies considering the creative engagement level in the integration of AI in education.
Romero, M., Lepage, A., & Lille, B. (2017). Computational thinking development through creative programming in higher education. International Journal of Educational Technology in Higher Education, 14(1), 1-15. // In this study, we instantiate the Passive-Participatory model for creative programming.
Romero, M., Davidson, A.-L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to code: from procedural puzzle-based games to creative programming. In CIDUI proceedings. Learning and teaching innovation impacts. Barcelona, Spain: ACUP. https://raco.cat/index.php/RevistaCIDUI/article/view/366938/460781 // In this study, we instantiate the Passive-Participatory model for creative programming in collaboration with the Ageing + Communication + Technologies (ACT) and Kids Code Jeunesse in Canada.
Komis, V., Romero, M., & Misirli, A. (2017). A scenario-based approach for designing educational robotics activities for co-creative problem solving. In Educational Robotics in the Makers Era 1 (pp. 158-169). Springer International Publishing. Pre-print open access file available here. // In this study, we instantiate the Passive-Participatory model for educational robotics activities.
Creative engagement levels in programming learning activities.
Margarida Romero 