IEA ICILS will measure international differences in CIL and computer use in Grade 8 (or its national equivalent) students. It will also collect information about contexts (at the student, school and system level) in which CIL is developed.
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. CIL brings together technical competence and intellectual capacity to achieve a communicative purpose.
Broad Research Questions
- What variations exist between countries, and within countries, in student CIL?
- What aspects of students’ use of computers and other ICT’s are related to student achievement in CIL?
- What characteristics of students’ technological backgrounds are related to student achievement in CIL?
- What individual/personal student characteristics are related to student achievement in CIL?
- Computer-based test of CIL delivering a range of authentic assessment modules in a seamless environment.
- Student questionnaire
- Teacher Questionnaire (including links to IEA SITES 2006)
- School Questionnaire (including links to IEA SITES 2006)
- National Context Survey
ICILS will examine the outcomes of student computer and information literacy (CIL) education across countries.
The conference theme responsible teaching and sustainable learning focuses on elementary issues that educational researchers investigate. Besides, it picks up EARLI’s twofold mission in researching learning and instruction and also connects to recent developments in educational research and practice.
Besides, we focus the responsibility of teachers to provide powerful, motivating and social learning environments. Not only should teachers prepare learners for particular exams, but for being able to develop their character, being open minded and develop own ideas. In other words: teachers should be aware of their responsibility to create learning environments which make sustainable learning likely.
In focusing the sustainability of learning, we mean to highlight learning processes which are meaningful and useful, aware and reflective, focused on higher order skills and deep understanding. Sustainable learning is self-determined and in line with social, global, ecological responsibility, open-minded and a basis for learning across the life span. The concept of sustainability focuses the idea of a system – e.g. an ecosystem – remaining diverse and productive over time. For a psychological system to remain diverse and productive over time, learning is a crucial element. However, it is not understood that learning is sustainable! Often, learning is numb and focused on short term goals. To circumvent this is a challenge for every person involved in researching educational processes!
In sum, we believe that qualitatively ambitious educational research which is carried out in awareness of today's global challenges will contribute to improving teaching and learning by making it more responsible as well as more sustainable.
If you are attending the EARLI 2013 conference to share your research with the community, we encourage you to relate to this general theme of the conference and highlight how your work contributes to it.
Le Clemi Dijon a réalisé en février et mars 2012 une enquête sur les pratiques des élèves sur Facebook en collège et en lycée. Plus de 4 000 collégiens de toute l’académie (collèges ruraux, de périphérie, de centre ville…) et plus de 1 400 lycéens ont répondu, ce qui donne aux résultats de cette première enquête tout leur sens.
The European Distance and E-learning Network unveiled today its first list of keynote speakers for the 2013 Annual Conference to take place on 12-15 June 2013 at the University of Oslo, Norway. This year, Prof. Sugata Mitra, Dr. Bernard Luskin, Anna Kirah, Pierre Mairesse, Kirstin Clemet and a representative of the Norwegian Nobel Committee was invited to inspire the EDEN conference participants.
Underpinning the conference theme, “The Joy of Learning”, the EDEN 2013 Annual Conference includes three days of keynote speeches, paper presentations introducing high quality scientific research and applied solutions, hands-on interactive workshops often blended with webinars, short on-the-spot poster sessions with visualised practices and project presentations. EDEN's community of members and partners that are driving innovation in TEL, e-learning, open and flexible learning meet every year to discuss the latest developments in this fast growing field.
Prof. Sugata Mitra is Professor of Educational Technology at the School of Education, Communication and Language Sciences at Newcastle University, UK. He is best known for his "Hole in the Wall" experiment, and widely cited in works on literacy and education. Prof. Mitra is a leading proponent of Minimally Invasive Education, a solution that uses the power of collaboration and the natural curiosity of children to catalyze learning. During his most known experiment, 'Hole in the Wall' conducted first in 1999, a computer was placed in a kiosk created within a wall in a slum at Kalkaji, Delhi and children were allowed to use it freely. The experiment aimed at proving that children could be taught by computers very easily without any formal training. This experiment inspired Vikas Swarup, an Indian diplomat to write Q & A, the novel adapted into the multiple Oscar-winning movie Slumdog Millionaire. See his TED talk on the experiment here.
Dr. Bernard Luskin, President-Elect for the American Psychological Association (APA) Media Psychology Division is widely known for his major study 'Media Psychology and New Technology'. Dr Luskin was central to the launch of Jones International University, the first accredited fully online university in the USA and the Mind Extension University, a precursor for many of the online university programs of today, including what are now being called emerging MOOC strategies. Dr. Luskin has received lifetime achievement awards from the UCLA Doctoral Alumni Association, University of Florida, California State University, Los Angeles, Long Beach City College, the Irish Government and European Commission. Read his blog 'The Media Psychology Effect' featured on 'Psychology Today'.
The partnership of the Norwegian Association for Distance and Flexible Education guarantees the smart involvement of the national distance and e-learning community and effective liaison with the Nordic stakeholders.
Established in 1991 as an international educational association and not-for-profit organisation, EDEN is open to institutions and individuals dealing with e-learning, and – more broadly speaking – open and distance education. It’s aim is to share knowledge and improve understanding amongst professionals in the field and to promote policy and practice across the whole of Europe and beyond. With more than 200 institutional members and over 1200 members in the Network of Academics and Professionals (NAP), EDEN assists a wide range of institutions, networks and individuals to become involved in professional information and networking activities. It does so through the organisation of acknowledged European conferences, its publications and information services, and by taking an active role in a wide range of important EU projects. EDEN has also proved successful with thematic activities such as the Open Classroom Working Group (school level distance education), and by contributing to, and promoting, ‘cutting edge’ research in the field. In addition, EDEN has also provided extensive secretarial support to the European Journal of Open, Distance and E-Learning (EURODL).
Hole in the wall official website
The Child-Driven Education, TED talks 2010
'The Media Psychology Effect' blog
Norwegian Association for Distance and Flexible Education
University of Oslo
The Society for Learning Analytics Research (SoLAR) is an inter-disciplinary network of leading international researchers who are exploring the role and impact of analytics on teaching, learning, training and development.
The Computer Science Education Research Conference (CSERC) is an international forum for researchers with interests in all aspects of computer science education. It embraces a broad view of current and future trends in computer science education and aspires to be a lively environment for presenting the latest research results. CSERC considers full papers for presentation at the conference.
Creative Learning Lab develops innovative learning environments and installations. This is a research and development laboratory that wants to stay in close connection with the perception of young people and the wishes of teachers.
The research agenda of Creative Learning Lab focuses on the following themes at the moment: playful learning, co-creation, media literacy and user-centric production. But it's not a static agenda: new, relevant subjects will be added where needed.
The Creative Learning Lab is part of the Waag Society, an ICT research foundation working in the social and cultural domain, located in Amsterdam.
To answer questions about the added value of IT and new media for education, the Creative Learning Lab initiates small scale projects in a direct cooperation with end users to develop prototypes and pilots.