Title: Wikipedia U: Knowledge, Authority, and Liberal Education in the Digital Age
Author: Thomas Leitch
ISBN: 1421415356 | 2014 | 176 pages
Since its launch in 2001, Wikipedia has been a lightning rod for debates about knowledge and traditional authority. It has come under particular scrutiny from publishers of print encyclopedias and college professors, who are skeptical about whether a crowd-sourced encyclopedia—in which most entries are subject to potentially endless reviewing and editing by anonymous collaborators whose credentials cannot be established—can ever truly be accurate or authoritative.
In Wikipedia U, Thomas Leitch argues that the assumptions these critics make about accuracy and authority are themselves open to debate. After all, academics are expected both to consult the latest research and to return to the earliest sources in their field, each of which has its own authority. And when teachers encourage students to master information so that they can question it independently, their ultimate goal is to create a new generation of thinkers and makers whose authority will ultimately supplant their own.
Wikipedia U offers vital new lessons about the nature of authority and the opportunities and challenges of Web 2.0. Leitch regards Wikipedia as an ideal instrument for probing the central assumptions behind liberal education, making it more than merely, as one of its severest critics has charged, “the encyclopedia game, played online.”
Title: The Reputation Economy: Understanding Knowledge Work in Digital Society
Author: Allessandro Gandini
Palgrave Macmillan UK | Business & Management | July 4, 2016 | ISBN-10: 113756105X | 151 pages
Exploring the new professional scenes in digital and freelance knowledge, this innovative book provides an account of the subjects and cultures that pertain to knowledge work in the aftermath of the creative class frenzy. Including a broad spectrum of empirical projects, The Reputation Economy documents the rise of freelancing and digital professions and argues about the central role held by reputation within this context, offering a comprehensive interpretation of the digital transformation of knowledge work. The book shows how digital technologies are not simply intermediating productive and organizational processes, allowing new ways for supply and demand to meet, but actually enable the diffusion of cultural conceptions of work and value that promise to become the new standard of the industry.
Title: Current Developments in Web Based Learning
Editor: Zhigou Gong
English 15 Aug. 2016 | ISBN: 3319328646 | 216 Pages
This book constitutes the thoroughly revised selected papers of the workshops of the 14th International Conference of Web Based Learning, ICWL 2015, held in Guangzhou, China, in November 2015. This volume comprises papers of three workshops:
1. The 5th International Symposium on Knowledge Management and E-Learning, KMEL 2015
2. The first International Workshop on User Modeling for Web Based Learning, IWUM 2015
3. The International Workshop on Learning Analytics
Title: Perspectives on HCI Research with Teenagers
Editor: Linda Little
English | 4 Sept. 2016 | ISBN: 3319334484 | 278 Pages
Teen Computer Interaction is concerned with the design, evaluation and implementation of technologies for teenagers and with the study of major phenomena surrounding them. It aims to give special consideration to the unique development issues and diversity of this particular user group.
Teenagers are possibly the most diverse, dynamic and technologically-aware user group. Working with teenagers can enable researchers to gather valuable insights and opportunities to inform the design and implementation of new technologies. Researchers have now begun to acknowledge that Teen Computer Interaction is a specialised area of HCI and this book brings together some of the best work in this field to-date. The book provides relevant HCI communities with an inclusive account of methods and examples of best practice to inform those working with teenagers in research and design projects. The chapters recount research with teenagers in many different domains and provide many different contributions to the field of Teen Computer Interaction including design methods, models, case studies and ethical considerations. The aim of this book is to provide a solid foundation from which the discipline of Teen Computer Interaction can grow, by providing a valuable resource for those wishing to conduct HCI research with teenagers.
is aimed at academics, practitioners, designers, researchers and students who are interested in the new and emergent field of Teen Computer Interaction.
The OECD has a library of assessment reports designed compare the STEM abilities of students internationally.
Some of the key reports affecting ICT in education include
Students, Computers and Learning
Making the Connection
Click to Access: PDF , READ
OECD 15 Sep 2015 Pages:204
ISBN:9789264239555 (PDF) ;9789264239548(print)
Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.
PISA 2012 Results: What Students Know and Can Do (Volume I, Revised edition, February 2014)
Student Performance in Mathematics, Reading and Science
Click to Access: PDF , READ OECD: 11 Feb 2014 Pages:564
- ISBN:9789264208780 (PDF) ;9789264208773(print)
- DOI: 10.1787/9789264208780-en
This first volume of PISA 2012 results summarises the performance of students in PISA 2012. It describes how performance is defined, measured and reported, and then provides results from the assessment, showing what students are able to do in mathematics. After a summary of mathematics performance, it examines the ways in which this performance varies on subscales representing different aspects of mathematics literacy. Given that any comparison of the outcomes of education systems needs to take into consideration countries’ social and economic circumstances, and the resources they devote to education, the volume also presents the results within countries’ economic and social contexts. In addition, the volume examines the relationship between the frequency and intensity of students’ exposure to subject content in school, what is known as “opportunity to learn”, and student performance. The volume concludes with a description of student results in reading and science. Trends in student performance in mathematics between 2003 and 2012, in reading between 2000 and 2012, and in science between 2006 and 2012 are examined when comparable data are available. Throughout the volume, case studies examine in greater detail the policy reforms adopted by countries that have improved in PISA.
The Canadian science technology and innovation council produces biennial reports on ICT.
State of the Nation Reports
The State of the Nation 2008, provided the baseline from which Canada’s STI performance. Subsequent State of the Nation reports build on that foundation by tracking Canada’s performance over the intervening years. Understanding Canada’s performance contributes to advancing the national dialogue on STI, identifying avenues for action, and generating the will to work together towards common goals.