Skip to Main content Skip to Navigation
Conference papers

A Theoretical Framework to Foster Digital Literacy: The Case of Digital Learning Resources

Abstract : The New National Curriculum in Norway from 2006 recommends that teachers and students acquire a high degree of digital literacy in school education. One way to foster digital literacy is to train teachers to design and critically evaluate digital learning resources (DLRs). However, little research has been done as to which design principles and evaluation criteria are suitable for DLRs. This work proposes a theoretical framework, along with a case study, for designing and evaluating DLRs. The article draws on research in learning theory, pedagogical usability criteria, and context of use. The paper reports on the implications of the framework for the design and evaluation of DLRs.
Document type :
Conference papers
Complete list of metadata

Cited literature [37 references]  Display  Hide  Download

https://hal.inria.fr/hal-01054704
Contributor : Hal Ifip <>
Submitted on : Friday, August 8, 2014 - 10:08:52 AM
Last modification on : Friday, June 5, 2020 - 5:10:10 PM
Long-term archiving on: : Wednesday, November 26, 2014 - 3:53:06 PM

File

Hadjerrouit-KCKS.pdf
Files produced by the author(s)

Licence


Distributed under a Creative Commons Attribution 4.0 International License

Identifiers

Citation

Said Hadjerrouit. A Theoretical Framework to Foster Digital Literacy: The Case of Digital Learning Resources. IFIP TC 3 International Conference on Key Competencies in the Knowledge Society (KCKS) / Held as Part of World Computer Congress (WCC), Sep 2010, Brisbane, Australia. pp.144-154, ⟨10.1007/978-3-642-15378-5_14⟩. ⟨hal-01054704⟩

Share

Metrics

Record views

316

Files downloads

1561