Συμμετοχικός Σχεδιασμός & Ανεστραμμένη Μάθηση στο Δημοτικό: Πλαίσιο Εφαρμογής και Αποτελέσματα Αναστοχασμού

Abstract

Current educational practices, such as Participatory Design and Flipped Learning, highlight the dynamics of active student involvement in forming learning situations that promote interaction, autonomy and development of various skills. In the context of this paper, the application of the Participatory Design model in combination with the Flipped Learning model to primary education students for the creation of distance learning educational material on Cybersecurity issues is presented. The five stages of Participatory Design, Analysis, Design, Prototyping, Evaluation, Reflection are combined with the three phases of Flipped Learning by utilizing digital environments both to support the processes of the two practices and the creation of digital learning objects. The results of the Reflection phase indicate that the implementation of both practices fostered a positive learning environment., where students felt active, important and autonomous, strengthening their role as co-creators of the learning process. The interweaving of Participatory Design and Flipped Learning approaches within the framework of Primary Education can harness the potential of distance preparation for fruitful collaboration and co-creativity within the classroom.