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[email protected]

Abstract

Keywords

References

International collaboration among researchers, practitioners, and policy makers are rare. While they meet in international conferences, few sustained communities are developed from these conferences as conferences are designed primarily to disseminate knowledge rather than create knowledge. The Education Summit on ICT in Education (EDUsummIT) is a unique model in knowledge creation. First formed in 2009, the EDUsummIT has been held four times. EDUsummIT participants meet biennially, and thematic working groups (TWG) focusing on pertinent research topics in ICT in education are formed prior to a Summit to conduct research and prepare discussion papers online. These papers are further developed during the Summit. At the EDUsummIT 2015, co- hosted by UNESCO Bangkok, nine thematic groups with approximately 100 people from over 35 countries spent several months prior to the Summit working on their topics of research online, before attending a 2-day meeting in Bangkok, discussing, revising and extending their research and policy papers [1, 2]. In this

presentation we will discuss the evolution of the EDUsummIT as a knowledge building community and provide a summary of the major findings and recommendations of the nine thematic working groups of EDUsummIT 2015.

1 Lai, K.W. (Ed.): EDUSummIT 2015 Summary Report, http://www.curtin.edu.au/edusummit/ (2015)

2 Lai, K.W., Voogt, J., Kenzek, G., Gibson, D.: EDUsummIT: A global knowledge building community for educational researchers, practitioners, and policy makers. Journal of Educational Technology and Society. 19(3), 5-15 (2016) ICT in education · international collaboration · knowledge building

Book of Abstracts

WCCE 2017 Symposium

Rethinking learning in a digital age: Connecting research, practice,

and policy making

Introduction

EDUsummIT (Education Summit on ICT in Education) is a global knowledge creating community of researchers, policy-makers, and partitioners who are committed to support the effective integration of ICT in education. Working together with several international organisations including UNESCO and IFIP, EDUsummIT has been held four times in the past, in the Hague (2009), Paris (2011), Washington D.C. (2013), and Bangkok (2015). About 100 people participated in each EDUsummIT, and thematic groups are set up prior to the Summit to work online to undertake research on pertinent topics in the field of ICT in education and prepare discussion papers. These papers are further developed during the EDUsummIT. After each EDUsummIT, TWG findings are published in journals and presented at national and international conferences. The next EDUsummIT will be held in Borovets, Bulgaria, on September 18-20, 2017, with the theme of Rethinking of Learning in a Digital Age. Nine thematic working groups (TWG) have been set up and the research process has commenced. The nine thematic groups are:

TWG1: Education systems in the digital age: The need for alignment TWG2: Informal learning with technology

TWG3: Professional development for technology-enhanced Learning leaders TWG4: Digital agency to empower equity in the education

TWG5: Formative assessment supported by technology TWG6: Developing creativity in teachers and learners TWG7: Learning from national policy experiences

TWG8: Upbringing in a digital world: Opportunities and possibilities of schooling TWG9: Sustainability and scalability in research approaches

In our symposium there will be five presentations. The first presentation will outline the evolution of the EDUsummIT as a knowledge building community and provide a summary of the major findings and recommendations of the nine thematic working groups of EDUsummIT 2015. Leaders of four thematic working groups of EDUsummIT 2017 are able to attend WCCE and will present a progress report on the findings of research undertaken by their groups.

Presenters

Deirdre Butler, Dublin City University, Ireland Kwok-Wing Lai, University of Otago, New Zealand Margaret Leahy, Dublin City University, Ireland Cathy Lewin, Manchester Metropolitan University, U.K. Don Passey, Lancaster University, U.K.

Miri Shonfeld, Kibbutzim College of Education, Israel Peter Twining, The Open University, U.K.

Mary Webb, King’s College, U.K.

EDUsummIT: Connecting researchers, practitioners, and policy

makers in a knowledge building community

Kwok-Wing Lai

[email protected]

Abstract

Keywords

References

International collaboration among researchers, practitioners, and policy makers are rare. While they meet in international conferences, few sustained communities are developed from these conferences as conferences are designed primarily to disseminate knowledge rather than create knowledge. The Education Summit on ICT in Education (EDUsummIT) is a unique model in knowledge creation. First formed in 2009, the EDUsummIT has been held four times. EDUsummIT participants meet biennially, and thematic working groups (TWG) focusing on pertinent research topics in ICT in education are formed prior to a Summit to conduct research and prepare discussion papers online. These papers are further developed during the Summit. At the EDUsummIT 2015, co- hosted by UNESCO Bangkok, nine thematic groups with approximately 100 people from over 35 countries spent several months prior to the Summit working on their topics of research online, before attending a 2-day meeting in Bangkok, discussing, revising and extending their research and policy papers [1, 2]. In this

presentation we will discuss the evolution of the EDUsummIT as a knowledge building community and provide a summary of the major findings and recommendations of the nine thematic working groups of EDUsummIT 2015.

1 Lai, K.W. (Ed.): EDUSummIT 2015 Summary Report, http://www.curtin.edu.au/edusummit/ (2015)

2 Lai, K.W., Voogt, J., Kenzek, G., Gibson, D.: EDUsummIT: A global knowledge building community for educational researchers, practitioners, and policy makers. Journal of Educational Technology and Society. 19(3), 5-15 (2016) ICT in education · international collaboration · knowledge building

Book of Abstracts

Education systems in the digital age: The need for alignment