SPDECE-2011. Multidisciplinary symposium on the design and evaluation of digital content for education
For the eighth consecutive year will be held SPDECE. This is an event that provides an open framework for educators and computer specialists to discuss progress in the implementation of new technologies in education, covering aspects such as new teaching and learning environments, content standards and metadata, Learning Objects and Learning Designs and teaching materials in digital format.
SPDECE focuses on new training systems and electronic learning, based on the design of digital content. The topics include how to achieve greater flexibility and reuse of content for use in different learning contexts.This year the symposium is dedicated to the management and exploitation of knowledge models in educational practice.
The IEA International Computer and Information Literacy Study (ICILS) will examine the outcomes of student computer and information literacy (CIL) education across countries. Computer and information literacy refers to an individual’s ability to use computers to investigate, create, and communicate in order to participate effectively at home, at school, in the workplace, and in the community.
The assessment of CIL will be authentic and computer-based. It will incorporate multiple-choice and constructed response items based on realistic stimulus material; software simulations of generic applications so that students are required to complete an action in response to an instruction; and authentic tasks that require students to modify and create information products using “live” computer software applications.
The student questionnaire will gather information about computer use in and out of school, attitudes to technology, self-reported computer proficiency, and background characteristics. Teacher and school questionnaires will ask about computer use, computing resources, and relevant policies and practices. A number of items will link to SITES 2006. The national context survey will collect systemic data on education policies and practices for developing computer and information literacy, expertise of teachers, and digital technology resources in schools.
The main population to be surveyed will include all students enrolled in the grade that represents eight years of schooling, counting from the first year of ISCED Level 1, provided that the mean age at the time of testing is at least 13.5 years. For most countries the target grade would be Grade 8. In addition, the assessment will be offered (using a modified set of assessment modules) as an option for Grade 4.
Participating Educational Systems
Educational systems considering participation in ICILS: Canada, Chile, Croatia, Cyprus, Czech Republic, Denmark, Germany, Hong Kong SAR, Israel, The Netherlands, Norway, Poland, Russian Federation, Saudi Arabia, Slovakia, Slovenia, Spain (Catalonia), Thailand, United States.
ICILS was inaugurated at the National Research Coordinators meeting in Amsterdam, June 21–25, 2010. The project aims to elaborate the assessment framework in 2010 and finalize it in 2011, develop and pilot survey instruments over 2011, conduct a field trial in the first half of 2012, and collect data at the beginning of 2013 (Northern Hemisphere) and at the end of 2013 (Southern Hemisphere), with reporting in November 2014.
The workshop aims to attract participants from educational science, psychology, social science, computer science, and design to challenge the understanding of the research fields of awareness and reflection in Personal Learning Environments. We also aim to attract developers from academia and economy that implement personalizable learning environments. The workshop might attract researchers from the projects ROLE, MATURE, MIRROR, ImREAL, LTfLLL, STELLAR.
The 4th International Conference on Educational Data Mining brings together researchers from computer science, education, psychology, psychometrics, and statistics to analyze large datasets to answer educational research questions.
”C2i niveau 1” certificerer operative kvalifikationer specielt IKT kvalifikationer indenfor kommunikation og samarbejde. På master niveau vurderer ”C2i niveau 2” certifikater dygtigheden identificeret af forgreninger for domænet, som programmet er sigtet mod.Metoderne anvendt til udvikling og implementering af disse certifikater forklares i denne artikel med en fuldstændig præsentation af kompetencen identificeret for C2i niveau 1 og C2i niveau 2 i ”lov” sektoren.
Indførelse af kvalifikation af IKT kompetence indenfor højere uddannelse er et fælles ønske om at alle studerende har denne tværgående certificerede kompetence, både for deres succes indenfor studiet såvel som deres fremtidige erhvervsintegrering. Den kulturelle revolution som repræsenterer kvalifikationen på universitetsniveau og dens generalisering indenfor ”traditionelt” pensum er denne præsentations hovedemne.Fuld artikel er tilgængelig på engelsk og fransk.