Qualities and Criteria for Evaluating Digital Design Literacy in Education (CC), (4+4/5+3), 2020-9
PhD scholarship/fellowship in the field of Qualities and Criteria for Evaluating Digital Design Literacy in Education (CC), (4+4 or 5+3)
The Graduate School at Arts, Faculty of Arts, Aarhus University, in collaboration with Villum Foundation, invites applications for a fully-funded PhD scholarship/fellowship in Qualities and Criteria for Evaluating Digital Design Literacy in Education (CC) provided the necessary funding is available. This PhD scholarship/fellowship is available as of 1 August 2020 for a period of up to three years (5+3) and of up to four years (4+4). The candidate who is awarded the scholarship/fellowship must commence his/her PhD degree programme on 1 August 2020.
The PhD scholarship/fellowship will be financed by the 2 parties.
The PhD scholarship/fellowship is advertised within the field of Qualities and Criteria for Evaluating Digital Design Literacy in Education (CC).
This project develops a qualitative understanding of the state-of-the-actual in terms of students’ use, experiences and understandings of everyday digital technologies and their ability to deploy more advanced technologies as a means to proactively engage in the design of digital artefacts. The project will produce a taxonomy for students’ digital design literacy both in relation to understanding existing digital technologies and engaging in the design of future digital technologies, and deliver a conceptual model for educators to evaluate students’ digital literacy as part of curriculum-based education. The ideal candidate has a background in digital design, child-computer interaction, participatory design, design research in the area of emerging technologies, with the ability to conduct empirical and intervention-based research.
- Which competencies supports children’s ’digital design literacy’?
- What are the evaluation criteria that applies to digital design literacy with emerging technologies?
- How is digital design literacy supported in a progressive development through educational levels?
The PhD project is part of the research project Computational Empowerment for Emerging Technologies in Education (CEED). CEED is a 4-year research project exploring and building new practices of computational empowerment for emerging technologies in Danish secondary education. CEED addresses the core question: How do we empower coming generations to understand the complexity and impact of digital technology and become co-creators of our future digitalised society?
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