«Assessment of Digital Resources use in Education - Anatomy of Digital Resources in Learning Generation» languages, civics curricula, anatomy of different digital tools web 2.0, assessment

1. V International Conference on Multimedia and ICT in Education (m-ICTE2009) Assessment of Digital Resources use in Education «Anatomy of Digital Resources in Learning Generation» Gina Souto MINISTERIO EDUCAÇÃO, Trainer Teacher, e-Assessor Digital Resources, Languages & Technologies Department (Portuguese & French ), Porto, Portugal The New learning generation, elearningeuropa.info papers www.elearningpapers.eu/index.php?page=home Corresponding Author: [email_address]

2. Assessment of Digital Resources use in Education «Anatomy of Digital Resources in Learning Generation» Aims: Some guidelines about the changing face of teaching/learning Languages in classroom, considering the different generations, the digital-natives - “net-generation”. The use of Digital Resources, Virtual Worlds, in Education. The assessment quality of Digital Resources used in classroom, observing students and their interaction, in different contexts or situations where informal learning is linked.

3. Assessment of Digital Resources use in Education «Anatomy of Digital Resources in Learning Generation» Children and adolescents in digital societies are growing up in a world where digital technologies are ubiquitous. Internet is used by net-generation also for education and learning purposes, often outside the classroom.

4. The objective of the assessment is to analyse this "new learning generation" in classroom and outside classroom, understand their expectations and attitudes facing the "new ways of learning", using digital resources. CERI-NML1) Assessment of Digital Resources use in Education «Anatomy of Digital Resources in Learning Generation» This emergence of digital native learners has major potential implications for Education.

6. Materials and Methods: Evaluation Digital Resources have two important phases: descriptive evaluation (by a teacher- assessor) and context evaluation (by teacher and students, in classroom or outside classroom). Ramos (2008)4) Descriptive evaluation must look for technical dimension , linguistic dimension, pedagogical dimension and civic dimension. These are the fundamental criteria. The impact of digital resources on cognitive skills and on learning expectations, and the evolution of social values and lifestyles are important issues. Assessment of Digital Resources use in Education «Anatomy of Digital Resources in Learning Generation»

7. Assessment of Digital Resources use in Education «Anatomy of Digital Resources in Learning Generation» The idea of Digital Resources in Education recognises that learning is ongoing and seeks to provide a quality to support learning on schools. The educational objectives will be achieved when the students use the digital resources in classroom and outside classroom (PLE’s). The e-teacher, after previewing the digital resource, should put it in context phase, that means in the classroom, observing his or her own students, as they interact with the digital resources. .

9. Assessment of Digital Resources use in Education «Anatomy of Digital Resources in Learning Generation» Modern project-based on Education requires students to be able to work with digital materials both in and out classroom. Field trips are often an integral part of such projects and greatly benefit students’ learning by allowing them to engage with real-world environments first-hand. Hansen, Bouvin (2009)7) Intercultural and collaborative learning challenges us to face new experiences and enables us to develop a global mindset, not only physically but also in the cyberspace. Kirah (2008)3)

10. Assessment of Digital Resources use in Education «Anatomy of Digital Resources in Learning Generation» Results: Open Educational Resources can be an efficient way of helping to bridge the gap between informal and formal learning. Schuller, OECD (2007)8) eLearning environments, social networks, collaborative communities, blogs, wikis, virtual worlds, podcasts, cell or mobile phones, 3-D Internet, some of the potential «interactive and collaborative web» which e-teachers can use to improve learning results. Straub (2008)9)

11. Additional to the academic subjects “millennium learners” need to know how to apply skills by thinking critically, applying knowledge to new situations, analyzing information, comprehending new ideas, communicating, collaborating, solving problems, and making decisions. Carew (2003)2) School time have more impact if “millennium learners”CERI10) can relate it to the real-world. By providing relevant and current contexts, education moves from being purely academic, to where digital natives can make a connection between formal and informal learning and their own lives and interests. Assessment of Digital Resources use in Education «Anatomy of Digital Resources in Learning Generation» Additional to the academic subjects “Millennium learners” need to know how to apply skills by thinking critically, applying knowledge to new situations, analyzing information, comprehending new ideas, communicating, collaborating, solving problems, and making decisions. Carew (2003)2)

12. The emphasis of the educational process indicates at this point already that it is not possible to certify such a learning process orientated quality. It can be perceived only when the actual educational process takes place and is always a co-production between the learner and the learning environment. Such an active participation of learners will play an important role in future quality development systems. Ehlers (2009)5) The role of the learner, the teacher, the classroom, the school environment, the everyday life context outside school is crucial for the qualification feedback of Digital Resources and Virtual Worlds in Education. Assessment of Digital Resources use in Education «Anatomy of Digital Resources in Learning Generation» Discussions:

13. Are Digital Resources, Virtual Worlds the future of learning for the wired generation? Research has shown that “millennium learners” engage deeply in virtual environments, gaining a conceptual and ethical understanding of school subjects. Olsen (2006)11) 3-D simulations and serious games are attaining ever-increasing significance for the learning world, that’s for sure ! Check.point elearning (2009)12) Assessment of Digital Resources use in Education «Anatomy of Digital Resources in Learning Generation»

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