06 SES 10, Leading Media - Leading Education: Critical Considerations on Strategies of Empowerment and (Opening Up) Education
For example, digital technologies can reduce barriers to education and allow more flexible and creative ways of learning, characterized by collaboration and bottom-up practices where the user is also a creator of learning content. Despite these considerable benefits that the digital revolution has to offer, researchers need to acknowledge, that open online education is also a hot advertising market (Moe 2015; Hylen 2006). Even if branded educational or edutainment content is not new, in recent years, the demands on children’s media literacy have increased enormously particularly with regard to open educational resources. Based on two similarly designed studies in Germany (quantitative and qualitative research design with 6 to 11 years old children) the intension of demonstrating the severe changes in these areas will be presented. The study from the 1990s shows that children’s advertising literacy (assessing television advertising and appraising the difference between advertising and television programs) increases with age. The results from the newest research about online advertising indicate that there are great uncertainties among children when recognizing and differentiating among online advertising measures. The empirical data prove that there is urgent need for major action when it comes to imparting advertising literacy.
Moe, Rolin (2015). OER as Online Edutainment Resources: A Critical Look at Open Content, Branded Content, and How Both Affect the OER Movement. Learning, Media and Technology, 40(3), 350-364, DOI: 10.1080/17439884.2015.1029942. Hylén, Jan (2006). Open Educational Resources: Opportunities and Challenges [White Paper]. [Accessed: January 11, 2016] http://www.oecd.org/dataoecd/5/47/37351085.pdf. Kröger, S., & Meister D. M. (2015). Kinder, Kommerzialisierung und (Online-)Werbung. Rück- und Ausblicke auf ein brisantes Forschungsfeld. In U. Becker, H. Friedrichs & F. von Gross (Hrsg.): Ent-Grenztes Heranwachsen: Kritische Perspektiven der Jugend- und Medienforschung. S. 201–216. Wiesbaden: VS Verlag.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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