The 23rd International Conference on Computers in Education (ICCE 2015) November 30, 2015 (Monday) to December 4, 2015 (Friday) The First World Hotel, Hangzhou, China

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The Digital Learning Environments
to Promote Information Literacy in Higher Education:
Designing and Instruction framework
The 23rd International Conference on Computers in Education (ICCE 2015)
Hangzhou, China
Anucha SOMABUT, Ph.D.
Sumalee CHAIJAROEN, Ph.D.
Program of Educational Technology,
Khon Kaen University, Thailand

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Outline
Introduction
The Purpose of Research
Methodology
Information literacy in higher education: Definitional Issue
The digital learning environments
Research result
Get started!
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Information Literacy Why Is It Important
People in the 21st century live in a
technology and media-driven environment,
marked by various characteristics, including:
1) access to an abundance of information,
2) rapid changes in technology tools,
3) the ability to collaborate and make individual
contributions on an unprecedented scale.
Why Is Information Literacy Important
Effective citizens and workers of the 21st century
must be able to exhibit a range of functional and
critical thinking skills related to information, media
and technology.

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Learning Environments to Promote Information literacy
Create learning practices
Support professional learning communities that enable educators to collaborate
Enable students to learn in relevant
Allow equitable access to quality learning tools
Provide 21st century architectural and interior designs for group
Support expanded community and international involvement in learning
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The Purpose and Methodology
The Purpose of Study
To synthesize the theoretical and designing
framework of the digital learning environments
enhancing the information literacy in higher
education.
Research Design
The developmental research Type I: Product and
tools research (Richey and Klein, 2007) was
employed in this study. Several methods were used
such as document analysis, survey, and case study.
Research Instruments
1. The document examination and analysis
recording form
2. The evaluation form for expert review of the
designing framework
Data Collection and Analysis
• 1) Synthesis of theoretical framework of the digital learning environments
learning environment to enhance information literacy. The data were collected
by analyzing principle, theories related research of the Constructivist theories,
Cognitive constructivist theory, Information literacy framework, Web-Based
learning environment theory and Technological theory.
• 2) Synthesis of designing framework: The above theoretical framework was
taken into this process. The underlined theories such as, Cognitive theories,
Problem solving transfer, Cognitive constructivist, Social constructivist, and the
Constructivist learning

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Information literacy in higher education: Definitional Issue
1) Access and Evaluate Information
(1) Access information efficiently (time) and
effectively (sources)
(2) Evaluate information critically and competently
The higher education in the 21st century live in a technology and media-suffused environment, marked by
various characteristics, including:
2) Use and Manage Information
(1) Use information accurately and creatively for
the issue or problem at hand
(2) Manage the flow of information from a wide
variety of sources
(3) Apply a fundamental understanding of the
ethical/legal issues surrounding the access and
use of information.

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The digital learning environments base on constructivist theory
 Provision of the experience of the knowledge construction process;
 Provision of experience in and appreciation of multiple perspectives;
 Creation of learning tasks which are relevant and authentic;
 Encouragement of ownership and voice in the learning process;
 Encouragement of the development of multiple modes of representation; and
 Encouragement of self-awareness of the knowledge construction process.
Constructivist learning environments, Lebav (1993) suggests, should have the following minimum
requirements:

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Research result The theoretical framework of the digital learning environments to
information literacy in higher education.
Constructivist online learning environment to promote
information literacy in higher education
1. Constructivism
- Cognitive constructivism
- Social constructivism
2. Information literacy framework
1. Web based learning environment
2. Constructivist learning model
- OLEs Model
- CLEs Model
- SOI Model
1. Web technology
2. Emerging technology
3. Technology as cognitive tools
1. Thailand higher education context
2. Thai Qualifications Framework for
Higher Education

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Research result Designing framework for the digital learning environments to promote
information literacy in higher education
Cognitive
structure and
information
literacy
activate
Support for
equilibrium of
cognitive
structure and
information
literacy
Enhance for
information
literacy
Promote and
support
equilibrium
It is illustrated the relationship
between the underlined theories as
follows: cognitive constructivist,
OLEs Model, information literacy
and the components of innovation
which used Problem base.
It is illustrated the relationship
between the underlined theories as
follows: cognitive constructivism,
CLEs Model and the components of
the digital learning environments
which called Information
Operations Centre.
It is illustrated the relationship
between the underlined theories as
follows: cognitive constructivism,
SOI Model, and the components of
the digital learning environments
Learning Resource.
It is illustrated the relationship
between the underlined theories as
follows: cognitive constructivism,
CLEs Model, OLEs Model and the
components of the digital learning
environments which Scaffolding,
Collaboration, and Coaching.

10. You can contact sanucha@kku.ac.th for more information
Thank you for your attention