<ul><li>Bernard Cornu TC3 chair , Marta Turcsanyi-Szabo, Nicholas James Reynolds conference chairs </li></ul><ul><li>Opening addresses </li></ul>MONDAY 20 th 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"..
<ul><li>Miss Christina Doerge, University Of Oldenburg, GERMANY </li></ul><ul><li>Ira Diethelm and Christina Dörge - THEME : </li></ul><ul><li>From Context to Competencies </li></ul>MONDAY 20 th 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.
<ul><li>Professor, Denise Leahy, Trinity College Dublin, IRELAND </li></ul><ul><li>Denise Leahy and Dudley Dolan – FULL: </li></ul><ul><li>Digital literacy: A vital competence for 2010? </li></ul>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 , 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 . 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 20 th 11:50-12:10
<ul><li>Dr Anna Grabowska, Seniors' Club At Gdansk University Of Technology, POLAND </li></ul><ul><li>Anna Grabowska – SHORT: </li></ul><ul><li>Grundtvig Partnership Case Study 2009-2011 LifeLong Learning for Active Citizenship and Capacity Building –LLLab </li></ul>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 20 th 12:10-12:20
<ul><li>Miss Christina Doerge, University Of Oldenburg, GERMANY </li></ul><ul><li>Christina Doerge – SHORT: </li></ul><ul><li>Competencies and skills: Filling old skins with new wine </li></ul>” 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 20 th 12:20-12:30
<ul><li>Mr Henk Plessius, HU University Of Applied Science, NETHERLANDS </li></ul><ul><li>Henk Plessius, Pascal Ravesteyn – FULL: </li></ul><ul><li>The Paradox of more Flexibility in Education </li></ul>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 20 th 13:30-13:50
<ul><li>Professor Célio Gonçalo Marques, Instituto Polit e cnico De Tomar, PORTUGAL </li></ul><ul><li>Célio Gonçalo Marques, Ana Amélia A. Carvalho – FULL: </li></ul><ul><li>Application of the Multiple Perspectives Model in an Undergraduate Course </li></ul>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 20 th 13:50-14:10
<ul><li>Professor Gitta Domik, University Of Paderborn, GERMANY </li></ul><ul><li>Gitta Domik and Gerhard Fischer – FULL: </li></ul><ul><li>Coping with Complex Real-World Problems: Strategies for Developing the Competency of Transdisciplinary Collaboration </li></ul>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 20 th 14:10-14:30
<ul><li>Assoc. Professor Glenn Finger, Griffith University, AUSTRALIA </li></ul><ul><li>Glenn Finger, Romina Jamieson-Proctor and Peter Albion – FULL: </li></ul><ul><li>Beyond Pedagogical Content Knowledge: The Importance of TPACK for Informing Preservice Teacher Education in Australia </li></ul>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   prior to the dynamic technological changes enabled by the Internet. The authors present the case for the importance of Technological Pedagogical Content Knowledge (TPACK)  . 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 20 th 14:30-14:50
<ul><li>Professor Eurico Lopes, Polytechnic Institute Of Castelo Branco, PORTUGAL </li></ul><ul><li>Eurico Lopes – FULL: </li></ul><ul><li>Learning under Uncertainty: a grounded theory study </li></ul>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 20 th 14:50-15:10
<ul><li>Dr Ramon Garcia-Martinez, National University Of Lanus (Argentina), ARGENTINA </li></ul><ul><li>Darío Rodríguez, Rodolfo Bertone and Ramón García-Martínez – FULL: </li></ul><ul><li>Collaborative Research Training Based On Virtual Spaces </li></ul>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 20 th 15:10-15:30
<ul><li>Steve Wheeler, University of Plymouth, Faculty of Education, </li></ul><ul><li>Wolfgang Reinhardt, Steve Wheeler and Martin Ebner – FULL: </li></ul><ul><li>All I need to know about Twitter in Education I learned in Kindergarten </li></ul>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 20 th 16:00-16:20
<ul><li>Steve Wheeler, University of Plymouth, Faculty of Education, </li></ul><ul><li>Martin Ebner, Herbert Mühlburger, Sandra Schaffert, Mandy Schiefner and Wolfgang Reinhardt– FULL: </li></ul><ul><li>Getting Granular on Twitter - Tweets from a Conference and their Limited Usefulness for Non-Participants </li></ul>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 20 th 16:20-16:40
<ul><li>Twitter Q+A </li></ul>Send Tweets with #kcks2010 … and … See what others are tweeting: http://twitter.com/#search?q=% 23kcks2010 MONDAY 20 th 16:40-17:00
GREAT EVENT! <ul><li>Worth attending </li></ul><ul><li>and much more… </li></ul><ul><li>http://grou.ps/ifip_education/220114 </li></ul>www.wcc2010.org