Promoting Digital Skills and Critical Awareness through Online Search and Personal Knowledge Management: A Case Study - 2nd International Workshop on Evidence-Based Technology Enhanced Learning - page 14

ability of finding required information effectively and efficiently, using informa-
tion effectively to accomplish a specific purpose, accessing and using information
ethically and legally. We also assessed their critical awareness towards the topics,
namely how information found on the Internet was evaluated and used; how in-
formation found on the Internet was organised, managed and presented.
For the final project works, following the OECD framework [6], we created in-
dicators based on the three dimensions: information, communication, ethical and
social impact.

Table 1 Indicators for the evaluation of digital tasks (created on the base of [6])

Searching
Evaluating
Organising information

Information as a source

Information

Restructuring & modelling information
Development of own ideas
(knowledge)

Information as a product

Sharing & conveying the results or out-
puts of information

Effective communication

Communication

Reflection on others' work
Creation of communities

Collaboration & Virtual inte-
raction

Applying criteria for a responsible use at
personal and social levels

Social responsibility

Ethics and social impact

Development of awareness about the
challenges in the digital age
Task 1 - My digital identity - was chosen by 9 groups that produced different
kind of multimedia work (1 video, 1 Prezi presentation, 7 Power Point presenta-
tions); Task 3 - Spreading good news': Internet branding for no profit initiatives -
was chosen by 11 groups (1 website, 1 video, 9 presentations; 7 works concerned
already existing initiatives, 4 works concerned new initiatives); Task 2 - PLE de-
scription and design - was chosen by 1 group.
Student tasks were mapped onto the three dimensions that highlighted different
kinds of 'behaviour' [10]. Some groups limited the search to authoritative sources
in order to find useful and relevant information. Other groups were able to edit
and share in original ways the information they had found using ICT tools. The
communicative aspect was particularly relevant, not only because the main course
was in English and about English for media communication (English was a for-
eign language for everybody, students and teachers), but also in relation to the de-
veloping skills to “process, transform and re-process the information”. Although
we could not monitor the process and dynamics of group work, from the results
we could find clear evidence of the type of collaboration (and interaction) that the
members of each group had implemented online and offline.
Finally, taking into consideration students' work in terms of contents and
presentation skills, it became evident whether the students had or had not set for

Social impact