This article draws on insights from cases of researching, developing and teaching Computational Thinking (CT) and Technological Comprehension (TC) within the Arts/Humanities; to show how a guiding framework might enable teaching and learning as a co-operative playful academic community in educational practice. The cases are a research project on implementing Technological Comprehension within the subject of Danish in elementary school (2018-2019); Computational Network Zealand (2019); a Master’s course in CT and design processes at Aarhus University (2019-2020). The cases were selected within the context of integrating CT and TC in the educational system of Denmark. The article aims to create a guiding framework for scaffolding pedagogical processes and creating educational design patterns. Through the process of creating Educational design Patterns the educators are supported in creating curriculum development from a bottom-up perspective. This is done through tinkering and playfulness in design collaboratories with a pedagogical foundation submerged in the liberating bildung and critical pedagogy.
This article promotes a guiding framework for developing playfulness, experimentation and critical thinking within the concepts of TC and CT.
Tinkering, Technological Comprension, play, Playfulness, Didactical design patterns, Pedagogical design patterns, Participatory design, Learning Design, Educational development, Design Collaboratory, Curriculum development, Critical pedagogy, Computational Thinking
How to Cite
Francis, M. H. & Rasmusen, S. B., (2021) “A framework for developing playfulness, experimentation and critical thinking within the concepts of Technological Comprehension and Computational Thinking”, The Journal of Play in Adulthood 3(2), p.24-43. doi: https://doi.org/10.5920/jpa.869