The WYRED Project: A Technological Platform for a Generative Research and Dialogue about Youth Perspectives and Interests in Digital Society

European Commision (EC). Funding H2020/CSA. Project Code: 72706

The WYRED project: A Technological Platform for a generative research and dialogue about youth perspectives and interests in digital society

García-Peñalvo, F. J. (2016). The WYRED Project: A Technological Platform for a Generative Research and Dialogue about Youth Perspectives and Interests in Digital Society. Journal of Information Technology Research, 9(4), vi-x

Volitional-supported learning with Open Educational Resources

User-centred web applications such as Wikis or Weblogs are becoming increasingly popular. In contrast to the early Internet, these applications especially focus on the participation of people, on the creation, sharing and modifying of content and on an easy access. Based on this, they are assumed to contribute to self-regulated and life-long learning which is on the agenda of most industrialized countries throughout Europe. However, as shown in the recently published road mapping work of the Open E-Learning Content Observatory Services (OLCOS) project, comprehensive frameworks for learning processes that make use of Open Educational Resources (OER) are missing. In particular it remains unclear how OER can actually contribute to forms of self-regulated learning since this requires a great deal of volitional competence, i.e. the ability to deal with distractions and fluctuations of motivation or emotion which is therefore regarded as a crucial factor (Deimann & Keller, 2006). In this regard, the Volitional Design Model (Deimann, 2007) provides a useful instrument to unfold the potentials of OER by (1) targeting key aspects of the learner’s behaviour in the learning process, and (2) suggesting powerful strategies to tackle decreased motivation. An exemplified volitional design approach using OER will be discussed. (DIPF/Orig.

The Use of ICT for the Assessment of Key Competences

This report assesses current trends in the area of ICT for learning and assessment in view of their value for supporting the assessment of Key Competences. Based on an extensive review of the literature, it provides an overview of current ICT-enabled assessment practices, with a particular focus on more recent developments that support the holistic assessment of Key Competences for Lifelong Learning in Europe. The report presents a number of relevant cases, discusses the potential of emerging technologies, and addresses innovation and policy issues for eAssessment. It considers both summative and formative assessment and considers how ICT can lever the potential of more innovative assessment formats, such as peer-assessment and portfolio assessment and how more recent technological developments, such as Learning Analytics, could, in the future, foster assessment for learning. Reflecting on the use of the different ICT tools and services for each of the eight different Key Competences for Lifelong Learning it derives policy options for further exploiting the potential of ICT for competence-based assessment.JRC.J.3-Information Societ

Increasing student attainment and engagement through the use of technology to enhance learning

Enhancing Student Attainment and Engagement through the use of Technology to Enhance Learning; Practical Ideas to Takeaway. The rationale for this workshop is to enable delegates? to have the opportunity to explore the potential of several Technology Enhanced Learning (TEL) strategies for themselves, with the specific intention of enabling them to have not only an awareness, but upon leaving the conference to hold the enthusiasm and confidence to explore for themselves, and go onto embed those strategies which are appropriate within their own practice. Following a brief introduction, which will outline the context within which the TEL strategies have been employed, this session will adopt a workshop style format, practical and interactive in nature which is designed to be ?hands on?. The session will be supported by a number of current final year undergraduate students (trainee teachers) who have recently completed work, both in and outside of the University, which has incorporated a variety of TEL techniques. For the duration of the workshop each delegate will be assigned a trainee who will act as a personal TEL mentor. Through this unique approach, working in this way, irrespective of the delegate?s individual awareness or understanding of TEL, with virtually ?one-to-one? support each delegate will be able to choose which aspect(s) of TEL they would like to know more about. In addition to providing delegates? with the opportunity to explore a bespoke number of potential TEL strategies, the session will facilitate the potential for discussion between delegates and trainees, upon the direct impact TEL has had upon their engagement, attainment, motivation and employability. A range of physical and electronic resources, which will include information about each TEL strategy explored within this workshop, will be available for delegates? to take away. TEL Strategies include: QR Codes, Prezi?, Blogging and Augmented Reality (AR)

Evaluación de Competencias Informacionales en la Educación Chilena

Dentro de la complejidad de la Sociedad de la Información, la cual esta de manera constante mediada por el impacto de las Tecnologías de la Información y la Comunicación, demanda a los procesos educativos la incorporación de competencias clave, de las cuales destaca las competencias informacionales, las que se encuentran relacionadas con el tratamiento de la información en un contexto virtual y la competencia de procesamiento digital. Desde este aspecto, adquiere importancia la formación de los estudiantes desde los primeros ciclos de enseñanza. Este estudio evalúa la eficacia de una intervención educativa en contexto b-learning para la formación en competencias informacionales a nivel educativo de primaria. De esta manera, se aplicó un diseño pre-experimental con pretest y postest a una muestra de 328 estudiantes de primaria en Chile, en el sector de la Provincia de Maipo. Se comenzó con la recogida de datos mediante un instrumento validado de evaluación del rendimiento en las cuatro dimensiones de las competencias informacionales. Tras la comprobación de los supuestos previos de normalidad y homocedasticidad, en el análisis de datos se aplicaron las pruebas estadísticas correspondientes. Los resultados establecen un aumento en el aprendizaje de las competencias informacionales teniendo como base la aplicación de la intervención educativa

The influence of Big Five personality traits on college students’ key competencies: the mediating effect of psychological capital

BackgroundIn recent years, both society and employers have put forward higher requirements for the comprehensive quality of college students in the new era. Based on the conservation of resources theory and life-cycle approach, this study aimed to examine the relationship between the Big Five personality traits, the psychological capital, and the key competencies among college students and analyzed the mediating role of the psychological capital in this link.MethodsA total of 1,132 Chinese undergraduates (67.40% girls; 48.67% from key universities) participated. Participants completed self-report questionnaires that evaluated the five key characteristics of personality, psychological capital, and key competencies.ResultsThere were extremely significant university-type differences in key competencies of college students. And the mediating role of psychological capital in the link between Big Five personality traits and key competencies was validated according to PROCESS model 4. Psychological capital serves as a partial mediator in the relationships between neuroticism and critical thinking, openness and creativity, conscientiousness and creativity, openness and communication, conscientiousness and communication, extraversion and collaboration, as well as openness and collaboration. The proportion of mediating effects for the above models was 5.97, 10.89, 11.82, 12.24, 11.98, 12.39, and 22.72%, respectively.DiscussionThe findings provide a better understanding of the key competencies of college students from the perspectives of the Big Five personality traits and psychological capital and suggest a greater emphasis to focusing on personality and improving psychological capital

Evaluating the Validity of the eTIMSS 2019 Mathematics Problem Solving and Inquiry Tasks:

Thesis advisor: Ina V.S. MullisThe eTIMSS mathematics PSIs were a new and pioneering effort to capitalize on the computer- and tablet-based mode of assessment delivery introduced in the eTIMSS 2019 assessments at the fourth and eighth grades. The PSIs were scenario-based mathematics problem solving tasks intended to enhance measurement of mathematics problem solving and reasoning skills and increase student engagement and motivation in the assessment. These unique tasks were designed to measure the same mathematics content as the rest of the mathematics items in the eTIMSS 2019 assessments, but because of their novelty, there was a question about whether the PSIs achieved this goal and could be reported together with the regular TIMSS mathematics items. Following a full-scale field test in 30 countries completed in May 2018, this dissertation conducted an in-depth investigation of the validity of the eTIMSS 2019 mathematics PSIs with the goals of informing analysis and reporting plans for TIMSS 2019 and providing insights for future assessments aspiring to capitalize on digital technology. This investigation involved three key tasks: 1) examining and documenting the methods and procedures used to develop the PSIs and promote validity by design, 2) investigating the characteristics of the PSIs in terms of the content coverage and fidelity of student responses, and 3) using the eTIMSS field test data to evaluate the internal structure of the PSIs. The results indicate that the PSIs are well-aligned with the TIMSS 2019 Mathematics Framework and elicited the intended interactions from students. The regular and PSI items were found to measure the same unidimensional construct, and therefore can be validly reported together on the TIMSS 2019 achievement scale. The lessons TIMSS learned in developing the PSIs for eTIMSS 2019 and suggestions for the future also are discussed.Thesis (PhD) — Boston College, 2019.Submitted to: Boston College. Lynch School of Education.Discipline: Educational Research, Measurement and Evaluation

Uso del debate formal como herramienta de innovación docente para el desarrollo temprano de las habilidades de comunicación y el análisis crítico de los estudiantes de Ciencias de la Salud

Depto. de FisiologíaFac. de MedicinaFALSEsubmitte