The Digital Learning Environments to Promote Information Literacy in Higher Education: Designing and Instruction framework

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<ul><li><p>Click to edit Master text styles</p><p>The Digital Learning Environments </p><p>to Promote Information Literacy in Higher Education:</p><p>Designing and Instruction framework</p><p>The 23rd International Conference on Computers in Education (ICCE 2015)</p><p>Hangzhou, China</p><p>Anucha SOMABUT, Ph.D.</p><p>Sumalee CHAIJAROEN, Ph.D.Program of Educational Technology, </p><p>Khon Kaen University, Thailand</p></li><li><p>Click to edit Master text styles</p><p>Outline</p><p>Introduction</p><p>The Purpose of Research</p><p>Methodology</p><p>Information literacy in higher education: Definitional Issue</p><p>The digital learning environments</p><p>Research result</p><p>Get started!</p><p>1</p><p>2</p><p>3</p><p>4</p><p>6</p><p>5</p></li><li><p>Click to edit Master text styles</p><p>Information Literacy Why Is It Important</p><p>People in the 21st century live in a </p><p>technology and media-driven environment, </p><p>marked by various characteristics, including:</p><p>1) access to an abundance of information, </p><p>2) rapid changes in technology tools, </p><p>3) the ability to collaborate and make individual </p><p>contributions on an unprecedented scale.</p><p>Why Is Information Literacy Important</p><p>Effective citizens and workers of the 21st century </p><p>must be able to exhibit a range of functional and </p><p>critical thinking skills related to information, media </p><p>and technology.</p></li><li><p>Click to edit Master text styles</p><p>Learning Environments to Promote Information literacy</p><p>Create learning practices</p><p>Support professional learning communities that enable educators to collaborate</p><p>Enable students to learn in relevant</p><p>Allow equitable access to quality learning tools</p><p>Provide 21st century architectural and interior designs for group</p><p>Support expanded community and international involvement in learning</p><p>1</p><p>2</p><p>3</p><p>4</p><p>5</p><p>6</p></li><li><p>Click to edit Master text styles</p><p>The Purpose and Methodology</p><p>The Purpose of Study </p><p>To synthesize the theoretical and designing </p><p>framework of the digital learning environments </p><p>enhancing the information literacy in higher </p><p>education.</p><p>Research Design</p><p>The developmental research Type I: Product and </p><p>tools research (Richey and Klein, 2007) was </p><p>employed in this study. Several methods were used </p><p>such as document analysis, survey, and case study.</p><p>Research Instruments</p><p>1. The document examination and analysis </p><p>recording form</p><p>2. The evaluation form for expert review of the </p><p>designing framework</p><p>Data Collection and Analysis</p><p> 1) Synthesis of theoretical framework of the digital learning environments </p><p>learning environment to enhance information literacy. The data were collected </p><p>by analyzing principle, theories related research of the Constructivist theories, </p><p>Cognitive constructivist theory, Information literacy framework, Web-Based </p><p>learning environment theory and Technological theory.</p><p> 2) Synthesis of designing framework: The above theoretical framework was </p><p>taken into this process. The underlined theories such as, Cognitive theories, </p><p>Problem solving transfer, Cognitive constructivist, Social constructivist, and the </p><p>Constructivist learning</p></li><li><p>Click to edit Master text styles</p><p>Information literacy in higher education: Definitional Issue</p><p>1) Access and Evaluate Information</p><p>(1) Access information efficiently (time) and </p><p>effectively (sources)</p><p>(2) Evaluate information critically and competently</p><p>The higher education in the 21st century live in a technology and media-suffused environment, marked by </p><p>various characteristics, including: </p><p>2) Use and Manage Information</p><p>(1) Use information accurately and creatively for </p><p>the issue or problem at hand</p><p>(2) Manage the flow of information from a wide </p><p>variety of sources</p><p>(3) Apply a fundamental understanding of the </p><p>ethical/legal issues surrounding the access and </p><p>use of information.</p></li><li><p>Click to edit Master text styles</p><p>The digital learning environments base on constructivist theory</p><p> Provision of the experience of the knowledge construction process;</p><p> Provision of experience in and appreciation of multiple perspectives;</p><p> Creation of learning tasks which are relevant and authentic;</p><p> Encouragement of ownership and voice in the learning process;</p><p> Encouragement of the development of multiple modes of representation; and</p><p> Encouragement of self-awareness of the knowledge construction process.</p><p>Constructivist learning environments, Lebav (1993) suggests, should have the following minimum </p><p>requirements:</p></li><li><p>Click to edit Master text styles</p><p>Research result The theoretical framework of the digital learning environments to information literacy in higher education.</p><p>Constructivist online learning environment to promote </p><p>information literacy in higher education</p><p>1. Constructivism</p><p>- Cognitive constructivism </p><p>- Social constructivism</p><p>2. Information literacy framework </p><p>1. Web based learning environment </p><p>2. Constructivist learning model</p><p>- OLEs Model</p><p>- CLEs Model</p><p>- SOI Model</p><p>1. Web technology </p><p>2. Emerging technology</p><p>3. Technology as cognitive tools</p><p>1. Thailand higher education context</p><p>2. Thai Qualifications Framework for </p><p>Higher Education</p></li><li><p>Click to edit Master text styles</p><p>Research result Designing framework for the digital learning environments to promote information literacy in higher education</p><p>Cognitive </p><p>structure and </p><p>information </p><p>literacy </p><p>activate</p><p>Support for </p><p>equilibrium of </p><p>cognitive </p><p>structure and </p><p>information </p><p>literacy</p><p>Enhance for </p><p>information </p><p>literacy</p><p>Promote and </p><p>support </p><p>equilibrium</p><p>It is illustrated the relationship </p><p>between the underlined theories as </p><p>follows: cognitive constructivist, </p><p>OLEs Model, information literacy </p><p>and the components of innovation </p><p>which used Problem base.</p><p>It is illustrated the relationship </p><p>between the underlined theories as </p><p>follows: cognitive constructivism, </p><p>CLEs Model and the components of </p><p>the digital learning environments </p><p>which called Information </p><p>Operations Centre.</p><p>It is illustrated the relationship </p><p>between the underlined theories as </p><p>follows: cognitive constructivism, </p><p>SOI Model, and the components of </p><p>the digital learning environments </p><p>Learning Resource.</p><p>It is illustrated the relationship </p><p>between the underlined theories as </p><p>follows: cognitive constructivism, </p><p>CLEs Model, OLEs Model and the </p><p>components of the digital learning </p><p>environments which Scaffolding, </p><p>Collaboration, and Coaching.</p></li><li><p>You can contact sanucha@kku.ac.th for more information</p><p>Thank you for your attention</p></li></ul>

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