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The Society for Learning Analytics Research (SoLAR) is an inter-disciplinary network of leading international researchers who are exploring the role and impact of analytics on teaching, learning, training and development. SoLAR has been active in organizing the International Conference on Learning Analytics & Knowledge (LAK) and the Learning Analytics Summer Institute (LASI), launching multiple initiatives to support collaborative and open research around learning analytics, promoting the publication and dissemination of learning analytics research, and advising and consulting with state, provincial, and national governments.

The chapters in the 2020 edition of Research Highlights in Technology and Teacher Education represent some of the finest research from our SITE 2020 Annual Conference. Each paper here has undergone several rounds of rigorous review, and we are pleased to share them with you in this twelfth edition. These chapters, focused on curriculum studies, educator development, and student learning, demonstrating the wide scope of SITE researchers, and showing the international representation that can be found within the SITE community.

We hope to contribute to the thriving field of AI ethics and social impact through original interdisciplinary research that also draws upon technical insights from our team, expertise from other disciplines, and the voices of people affected by the development of these new technologies. Our research themes reflect the key ethical challenges that we believe exist for us and the wider AI community.

The emergence of new media and platforms has compelled media literacy scholars to review their theoretical frameworks and methodological approaches. Based on a new conception -'transmedia literacy'- that moves from traditional media lite-racy (teaching critical media skills at school) to informal learning and participatory cultures, the research behind the present article aims to understand how new generations are doing things with media and how they learn to do the things they do. The outputs of this international research that involved 8 countries were organised into three sections: 1) transmedia skills, 2) informal learning strategies and 3) emergent issues regarding teens, new media and collaborative cultures. Finally, the article deals with the future perspectives of transmedia literacy as a research and action programme.

A Helsinki University researcher says Finland's current digital and 'phenomenon-based' learning methods used in schools may not be suitable for all students

"Despite a growing effort to implement computational thinking (CT) skills in primary schools, little research is reported about what CT skills to teach at what age. Therefore, the research questions that guide this study read: (1) How is age related to students' success in computational thinking tasks? (2) How are computational thinking tasks perceived by students? (3) How do students' experience learning with respect to computational thinking? 200 primary school students between the age of 6 and 12 participated in this study. These students got introduced to two CT subjects: abstraction and decomposition. We found that age seems to be related with these concepts, with an interaction effect for gender in the abstraction task. No differences found between young and older students in the constructs perceived difficulty, cognitive load, and flow indicate that young primary school students can engage in learning these CT skills."

Complete cocreatie: hoe doe je dat? 7.6k 4 december 2013 8 minuten lezen Er is geen ontkomen aan - de huidige tijdsgeest schreeuwt om interactie, samenwerking en openheid. De consument wordt steeds machtiger en eist van organisaties dat zij klantgedreven opereren. Communiceren over of 'uit naam van' de consument werkt niet meer; communiceren mèt de consument heeft de toekomst. Trek dat een stap verder en je komt uit bij cocreatie: de productieve samenwerking tussen organisatie en eindgebruiker. In deel één van ons tweeluik over cocreatie hier op Frankwatching zijn we ingegaan op de achtergronden bij het opkomende fenomeen cocreatie, gaven we onze definitie van 'complete cocreatie' en de voordelen ervan. In dit tweede deel bespreken we hoe je concreet met complete cocreatie aan de slag kunt en staan we stil bij barrières die ertegen kunnen bestaan binnen organisaties. Deze artikelen zijn vooral interessant voor diegenen die cocreatie binnen hun organisatie willen invoeren of daar al mee werken. Waarvoor en wanneer zet je complete cocreatie in? Complete cocreatie kan tijdens de gehele levenscyclus van een product, dienst, voorziening, beleving, merk of communicatie worden ingezet en is relevant voor ieder 'business issue' of 'business opportunity' dat je tijdens deze levenscyclus tegenkomt. Wij vatten 'business issue' of 'business opportunity' in het vervolg van dit artikel samen als 'business issue', waarbij de term 'issue' zowel voor een kans als voor een bedreiging kan staan. Cocreatieprojecten kunnen dus variëren van het creëren van iets volledig nieuws tot de verbetering, 'customization' of marketing ervan, altijd met het doel om waarde te creëren voor zowel de eindgebruiker als de organisatie. We delen de business issues waarbij complete cocreatie k

Gain access to three quality, research-based courses direct from ISTE and Metiri Group. These courses are designed to assist in the implementation of the ISTE Standards for Students from 2016. The courses are research based, accessible on mobile devices, and provide users the opportunity to complete the courses and earn a certificate or micro-credential to demonstrate their work.

"Responding to this request, the NCCA carried out research including an audit of curriculum policy related to coding in 22 jurisdictions; a more in-depth investigation in six jurisdictions; and a review of literature on computational thinking. Concluding in a final report with key discussion points and future directions in relation to integrating coding and computational thinking in a redeveloped primary school curriculum."

By Jeannette M. Wing, corporate vice president, Microsoft Research "Not in my lifetime." That's what I said when I was asked whether we would ever see computer science taught in K-12. It was 2009, and I was addressing a gathering of attendees to a workshop on computational thinking convened by the National Academies. I'm happy...

DeepMind is the world leader in artificial intelligence research and its application for positive impact. We're on a scientific mission to push the boundaries of AI, developing programs that can learn to solve any complex problem without needing to be taught how.

A qualitative study across Europe. It only takes witnessing a few interactions within modern western families to realize how much the experience of childhood has changed. The change comes from different winds blowing on today's families' time but certainly, the use of digital technologies peaks out and its impacts on childhood, education, learning and safety has been at question over the last years.

"The ISTE Essential Conditions are the 14 critical elements necessary to effectively leverage technology for learning. They offer educators and school leaders a research-backed framework to guide implementation of the ISTE Standards, tech planning and systemwide change. "

"In October 2015, the Department published The Digital Strategy for Schools 2015-2020 Enhancing Teaching Learning and Assessment, the next stage of the ICT in Schools programme. The Digital Strategy for Schools provides a rationale and a Government action plan for integrating ICT into teaching, learning and assessment practices in schools over five years.  This Strategy builds on previous strategies in the area of ICT integration and is the result of research and extensive consultation with education partners and stakeholders. It supports the overall strategy of the Department in a number of key areas including curriculum implementation, skills development, teacher education and learner outcomes"

Computational Thinking (CT) is emerging as a key competence across all disciplines, professions and throughout society. It can be defined as combining problem solving and design to create useful solutions, informed by the possibilities that Computing offers

Thymio has been developed in the context of a collaboration between the MOBOTS group of the Swiss Federal Institute of Technology in Lausanne (EPFL) and the Lausanne Arts School (ECAL). For Thymio, the development was supported by the NCCR Robotics research program, while Mobsya association took part in the development and managed production and distribution.

In 2015 a curriculum framework for Computational Thinking was developed for lower secondary education in the Netherlands. The framework is based on ISTE and CSTA, translated for the curriculum in the Netherlands and validated by experts, teachers, teacher educators and publishers. Based on this validated curriculum a new learning trajectory was designed for primary education, in collaboration with teachers and principals from three schools.

All primary school children in England are required to write computer programs and learn about computational thinking. There are moves in other countries to this effect such as the U.S. K-12 Computer Science Framework (CSF) for development.

Het concept schoolexamenprogramma Technologie en Toepassing (T&T) is ontwikkeld voor de theoretische en gemengde leerweg van het vmbo. Het concept examenprogramma wordt geëvalueerd in pilots met een aantal scholen. Alleen de pilotscholen mogen T&T als schoolexamenvak aanbieden; zij hebben hiervoor ontheffing gekregen van het ministerie van OCW. Andere vmbo-scholen kunnen het concept schoolexamenvak in de pilotfase alleen als extra-curriculair vak aanbieden. Afhankelijk van het wetgevingstraject zal het examenprogramma op termijn formeel toegankelijk worden voor alle scholen met een gemengde en/of theoretische leerweg.

Computational Thinking (CT) is a problem solving process that includes a number of characteristics and dispositions. CT is essential to the development of computer applications, but it can also be used to support problem solving across all disciplines, including the humanities, math, and science. Students who learn CT across the curriculum can begin to see a relationship between academic subjects, as well as between life inside and outside of the classroom."