Key Competencies in the Knowledge Society

PROGRAM

20th

KCKS’2010

KCKS’2010 participants

KCKS’2010 Springer Proceedings

MONDAY 20th 11:00-11:20

Bernard Cornu TC3 chair, Marta Turcsanyi-Szabo, Nicholas James Reynolds conference chairsOpening addresses

MONDAY 20th 11:00-11:20

Every two years the International Federation for Information

Processing (IFIP) holds the World Computer Congress. In 2010 the

21st World Computer Congress will be held in Brisbane, Australia,

hosted by the Australian Computer Society (ACS).

KCKS 2010 is one in a series of well-established international

conferences on Information and Communication Technologies

(ICT) in Education organized by the Technical Committee 3

(Educational) of IFIP. In 2010 it is part of the IFIP World Congress

celebrating the Golden Jubilee of IFIP. The main title and theme of

the conference is "Key Competencies in the Knowledge Society"..

Miss Christina Doerge, University Of Oldenburg, GERMANYIra Diethelm and Christina Dörge - THEME:From Context to Competencies

MONDAY 20th 11:20-11:50

For classes in informatics it gets more and more important to develop a

sustainable curriculum because computer technology and its

related items are subject to frequent changes. This leads to the

problem that the content of informatics courses suffers from fast

decay time. And to make things worse: What we are teaching our

pupils and students is far from sustainable knowledge. The

scientific community has reacted on that by developing concepts

like ”key skills” and ”competencies”. But what does this mean for a

teacher or lecturer? How can those skills be acquired by courses?

In which way has the course to be constructed to meet these

means? This paper discusses the relationship between educational

standards in informatics and the development of teaching units to

meet them. The concept of ”context” will be introduced and used

to show a way to plan courses by a context related approach on

the one hand and to give an idea on how to find a different way to

develop educational standards, how to improve and how to

evaluate them on the other hand.

Professor, Denise Leahy, Trinity College Dublin, IRELANDDenise Leahy and Dudley Dolan – FULL:Digital literacy: A vital competence for 2010?

People are living in a fast changing world today in both their business

and personal lives. With the rate of change in technology

continuing at Gordon Moore’s 1965 predictions [1], what

competencies are needed to take full advantage of today’s

Knowledge Society? The EU has recognised the need for digital

literacy and has included this in the definition of eInclusion [2].

This paper defines digital literacy as a competence which is vital

for all citizens, examines the changing definitions of digital literacy,

looks at what the certification bodies are saying and proposes the

competencies which are required and which define digital literacy

today.

MONDAY 20th 11:50-12:10

Dr Anna Grabowska, Seniors' Club At Gdansk University Of Technology, POLANDAnna Grabowska – SHORT:Grundtvig Partnership Case Study 2009-2011 LifeLong Learning for Active Citizenship and Capacity Building –LLLab

Lifelong Learning (LLL) is the key concept of European Union (EU) and

European Commission (EC) recommends Promoting Access and

Participation in Lifelong Learning for All starting with 1996

European year of LLL and continuing with Feira (2000) and Lisbon

(2000) European Council proceedings. With these principles in

mind, the project Lifelong Learning for Active Citizenship and

Capacity Building (LLLab) sets out to make the knowledge triangle

(education, research and innovation) accessible to employed

people to promote the concept to wider audiences and to build

capacity of the employed in order for them to better respond to

the new challenges of the EU standards in a developing

intercultural knowledge-based society. LLLab is aimed to develop a

culture of learning in the partner organizations to obtain a rise in

skills levels, better employability, social inclusion, active citizenship

and personal development which in the end will inevitably mean

sustainable development of the European society.

MONDAY 20th 12:10-12:20

Miss Christina Doerge, University Of Oldenburg, GERMANYChristina Doerge – SHORT:Competencies and skills: Filling old skins with new wine

”Key competencies”, "key skills" and ”key qualifications” are buzz-

words so prominently featured in contemporary scientific treatises

that discussions have been prompted about an inflationary use of

the terms and what they really should be taken to mean. A similar

situation exists in the field of ICT and CS education: What meaning

should we ascribe to terms such as ”skill”, ”competency” and

”qualification” and what should be taught as ”basic information

technology”? These questions merit a closer look, especially since

the idea of teaching competencies received a new updraft in

Europe by the Bologna-Declaration, and the teaching of basic ICT

and / or CS skills is still a difficult issue in the educational sciences.

This paper wants to provide insight into the discussion on skills in

Anglo-American and German scientific research and wants to act

as a call for more clarity in definitions and concepts regarding IT

skills.

MONDAY 20th 12:20-12:30

Pascal Ravesteyn , HU University Of Applied Science, NETHERLANDSHenk Plessius, Pascal Ravesteyn – FULL:The Paradox of more Flexibility in Education

The paradigm shift towards competency-based education in the

Netherlands has a logical counterpart: the need for more flexibility

in the curricula. After all, in competency-based education it is

recognized that learning not only takes place in designated places

(school, university), but may happen every time when the learner

is confronted with a challenge. This observation leads to the

necessity to incorporate the learning outcomes of formal and

informal education in one curriculum. As a result, the educational

process becomes more complex and must be better structured to

control the individual learning outcomes. In this paper we discuss this paradox: how more flexibility in the

program creates the need for more control in the process. We also

discuss what kind of IT-tools are helpful in controlling flexibility in

curricula for higher professional education.

MONDAY 20th 13:30-13:50

Professor Célio Gonçalo Marques, Instituto Politecnico De Tomar, PORTUGALCélio Gonçalo Marques, Ana Amélia A. Carvalho – FULL:Application of the Multiple Perspectives Model in an Undergraduate Course

To meet the needs of contemporary society it is crucial that instructors

strive to find and employ methodologies that enhance active

learning. This paper presents a blended-learning model based on

the Cognitive Flexibility Theory, called ”Multiple Perspectives

Model”, and describes students’ reactions to its application in a

course module of the undergraduate programme in Human

Resources Management and Organizational Behaviour offered by

the Management School of the Polytechnic Institute of Tomar.

MONDAY 20th 13:50-14:10

Professor Gitta Domik, University Of Paderborn, GERMANYGitta Domik and Gerhard Fischer – FULL:Coping with Complex Real-World Problems: Strategies for Developing the Competency of Transdisciplinary Collaboration

Real world problems are complex and therefore between and beyond

disciplines. To solve them requires expertise across several

disciplines. This paper argues that we need to teach students

transdisciplinary collaboration as a competency demanded in

future work places. We describe two learning strategies, ”breadth-

first” and ”Long Tail”, to help develop these competencies in

graduate students. An implementation of these strategies in a

computer science course with 48 graduate students from various

disciplines is described. Finally, implications and future

opportunities of our approach are discussed.

MONDAY 20th 14:10-14:30

Assoc. Professor Glenn Finger, Griffith University, AUSTRALIAGlenn Finger, Romina Jamieson-Proctor and Peter Albion – FULL:Beyond Pedagogical Content Knowledge: The Importance of TPACK for Informing Preservice Teacher Education in Australia

Since the emergence of computers in schools during the 1980’s, there

have been considerable developments by education systems and

schools to develop policies and expectations for the use of

information and communication technologies (ICT) to enhance

learning and teaching. These have not always translated into

practice, which has resulted in a focus on the need for

improvements in preservice teacher education programs and

professional development of practising teachers. This paper starts

from the premise that most teacher education have been

constrained by using Pedagogical Content Knowledge (PCK)

developed by Shulman [1] [2] prior to the dynamic technological

changes enabled by the Internet. The authors present the case for

the importance of Technological Pedagogical Content Knowledge

(TPACK) [3] [4]. Subsequently, the paper provides guidance for

auditing the TPACK capabilities of teacher education students

through the presentation of an instrument developed, and

provides a summary of some of the findings of a study undertaken

using that instrument.

MONDAY 20th 14:30-14:50

Professor Eurico Lopes, Polytechnic Institute Of Castelo Branco, PORTUGALEurico Lopes – FULL:Learning under Uncertainty: a grounded theory study

This paper discusses learning under uncertainty; starting from a vision

of how to support systems working within information systems,

helping decision-making under uncertainty. The first results show

the concept of learning under uncertainty. Then a change for a

qualitative research approach was taken using Grounded Theory

Methodology. The results are presented in a framework that

represents a basic theory of learning under uncertainty process.

This framework presents learning under uncertainty throw a tacit

and operational learner capacities and a cognitive and impact on

the learner. It also shows how uncertainty is sensed in order to

start the learning process. Learning under uncertainty could be

summarized through the use of a human approach, dialogue and

interaction within social-actors in the uncertain context.

MONDAY 20th 14:50-15:10

Dr Ramon Garcia-Martinez, National University Of Lanus (Argentina), ARGENTINADarío Rodríguez, Rodolfo Bertone and Ramón García-Martínez – FULL:Collaborative Research Training Based On Virtual Spaces

A possible strategy for training researchers is to provide integrated

research cores with researchers-in-training under the guidance of

a senior trained researcher. Information technology and

communication have enabled the construction of virtual

communities formed by individuals who may be far away

physically but who are cognitively close, hence giving rise to

collaborative research training models. In this context, this paper

formulates an approach to identify the elements of the work space

of a research group devoted to research training and to assess the

technological feasibility of virtualization of such elements.

MONDAY 20th 15:10-15:30

Steve Wheeler, University of Plymouth, Faculty of Education,Wolfgang Reinhardt, Steve Wheeler and Martin Ebner – FULL:All I need to know about Twitter in Education I learned in Kindergarten

Share everything.Play fair.Don’t hit people.Put things back where you found them.

Clean up your own mess.Don’t take things that aren’t yours.Say you’re sorry when you hurt somebody.Wash your hands before you eat.Flush.

Warm cookies and cold milk are good for you.Live a balanced life – learn some and think some and draw and paint

and sing and dance and play and work every day some.

Take a nap every afternoon.When you go out into the world, watch out for traffic, hold hands and

stick together.Be aware of wonder.

MONDAY 20th 16:00-16:20

Steve Wheeler, University of Plymouth, Faculty of Education,Martin Ebner, Herbert Mühlburger, Sandra Schaffert, Mandy Schiefner and Wolfgang Reinhardt– FULL:Getting Granular on Twitter - Tweets from a Conference and their Limited Usefulness for Non-Participants

The use of microblogging applications (especially Twitter) is becoming

increasingly commonplace in a variety of settings. Today, active

conference participants can post messages on microblogging

platforms to exchange information quickly and in real-time. Recent

research work was based on quantitative analyses in terms of the

number of tweets or active Twitter users within a specific time

period. In this paper, we examine the content of the contributions

and aim to analyze how useful posts are for the “listening”

Internet auditorium. It can be shown that only a few microblogs

are of interest for non-participants of the specific event and that

meaningful usage of a microblogging application requires greater

care than previously anticipated.

MONDAY 20th 16:20-16:40

Twitter Q+A

Send Tweets with #kcks2010… and …

See what others are tweeting: http://twitter.com/#search?q=%23kcks2010

MONDAY 20th 16:40-17:00

GREAT EVENT!Worth attending

and much more…http://grou.ps/ifip_education/220114

www.wcc2010.org