16 SES 03 A, ICT in Context Part 2
Symposium continued from 16 SES 02 A
During the last three decades, European countries have invested large amounts of money in providing schools and higher education institutions with digital technologies. These investments were made hoping that they would enhance digital literacy and e-skills in Europe’s young people. In fact, digital competence was listed as one of the eight key competences for lifelong learning (European Council, 2006). Since the turn of the century, considerable achievements in implementing ICT in educational setting have been made, although large implementation gaps within and between countries remain (Education, Audiovisual and Culture Executive Agency, 2011). Meanwhile, digital technologies have become drivers for innovation in education (Ferguson et al., 2017).
In their presentation, Jens Holze and Stefan Iske from Otto von Guericke Universität Magdeburg in Germany explain the concept of makerspaces. The maker movement is a relatively recent development that focuses on making, i.e. creating artefacts. It embraces innovation, creativity, and learning and is making its way into education (Davis, 2014). The concept of “maker space” is often discussed as a speciﬁc teaching-method to incorporate the topic of digital-physical into school as it enables hands-on practices of building and rebuilding real world artefacts from a multitude of (digital) materials. At the same time, the concept is related to the idea of “hacking” and a corresponding “hacker culture” (Holze 2012) which relies on creative and often subversive practices of coding and on practices of re/building electronic and digital devices since the 1950s. In their presentation, the authors will discuss the potentials and challenges of integrating “maker spaces” into schools and teaching.
Innovators, problem-solvers, and communicators are highly valued in today’s rapidly changing world as Maureen Andrade from Utah Valley University in the US points out. Higher education institutions are therefore encourage to provide their students with learning experiences which emphasize cross-cutting learning outcomes, expand opportunities for application, and measure acquired knowledge in authentic ways. A platform that is increasingly used to assess students’ knowledge and skills is eportfolio. In her study, the author explores the implementation of student eportfolios in two sections of a business management course. One section was an online course in which students collaborated remotely using digital tools and reviewed and commented on each other’s eportfolios, and the other was a face-to-face course in which students collaborated in person and wrote reflective journals.
A very important aspect of learning is the competence to self-regulate one’s own learning (Zimmerman, 2000). At the same time, it is quite difficult to train students to improve their self-regulation of learning. As Laura Pons Seguí and Elena Cano from Universitat de Barcelona in Spain suggest, giving feedback to students might enhance their self-regulated learning. However, not all forms of feedback are equally effective.
In their study, the authors gave students a series of task and provided them with online feedback after each task which could have been helpful for the completion of the following task.
Davis, V. (2014). How the Maker Movement Is Moving Into Classrooms. Edutopia. https://www.edutopia.org/blog/maker-movement-moving-into-classrooms-vicki-davis European Council (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF Education, Audiovisual and Culture Executive Agency (2011). Key Data on Learning and Innovation through ICT at School in Europe. Brussels: EACEA. Ferguson, R., Barzilai, S., Ben-Zvi, D., Chinn, C.A., Herodotou, C., Hod, Y., Kali, Y., Kukulska-Hulme, A., Kupermintz, H., McAndrew, P., Rienties, B., Sagy, O., Scanlon, E., Sharples, M., Weller, M., & Whitelock, D. (2017). Innovating Pedagogy 2017: Open University Innovation Report 6. Milton Keynes: The Open University, UK. Holze, J. (2012). Eine Geschichte der Hackerkultur - Subkultur im Digitalen Zeitalter. In J. Sambleben & S. Schumacher (Eds.), Informationstechnologie und Sicherheitspolitik: Wird der dritte Weltkrieg im Internet ausgetragen? (1 ed., pp. 263-273). Norderstedt: Books on Demand. Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. Pp. 13-39 in M.Boekaerts, P.Pintrich & M.Zeidner (Eds). Handbook of Self-Regulation. New York: Academic Press.
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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