Europe is slowly but surely opening up, however, it is an undeniable fact that the world is still closed due to the epidemiological situation or war events we have been facing lately. In many schools, classes are held in an online environment and going back to schools is still not possible for all students.
At the same time, we have never been so connected to technology as we are today in the postdigital age, when it, due to artificial intelligence, shapes us to levels we are not aware of. For that reason, the closed world we are talking about is not just caused by the pandemic. It is also the result of individually targeted information and stimuli and the declining influence of traditional media as well as physical presence that have collectively shaped our experience of the world. The question is who has access to data we and our students share and receive and how this affects us and our educational practices.
Moreover, the question arises as to how the way we share data and participate in their creation affects the shaping of our identities and the identities of our students. And, generally, to what extent are our institutions digitally mature and focused on developing a society that lives competently with technology? Science and education should be a common good, but we are aware today that they are not equally accessible and equally open to everyone.
Issues of openness, access, connectivity, artificial intelligence and identity are the topics of this year’s CARNET User Conference – CUC2022.
This year we are bringing innovations to our program, while remaining firmly anchored on the tradition that makes CUC a central event for sharing knowledge, experience and good practices related to technology, education and public policy in Croatia and the region.
Osim dosadašnjih provjerenih formata – predavanja, radionica, interaktivnih izlaganja i okruglih stolova, dodajemo i neke nove modele formata na ovogodišnjem CUC-u:
međunarodnu znanstveno-istraživačku sekciju
mogućnost izlaganja na engleskom jeziku
formate slobodne diskusije
prijavu otvorenih panela (sami prijavite temu i izlagače)
We invite you to submit your work – examples of good practice related to the following topics and subtopics:
We are increasingly no longer in a world where digital technology and media is separate, virtual, ‘other’ to a ‘natural’ human and social life, and education is often at the forefront of these trends. Communities and research approaches engaged with technology and education tend to view the research field as concerned with the ‘effects’ of digital media and other technologies on the existing activities of teaching and learning in education. This still assumes a clear division between an authentic educational practice and the imposition of an external, and novel, technology. The rapid growth of research and books and articles dealing with education and research in and for the postdigital age calls for a different approach that is no longer based on a division but rather on an integration of education and technology. The postdigital approach meets that need.
Selected participants will be invited to write up their presentation in their chosen format (a short commentary or a full article) to be considered for publication in the Springer peer-reviewed journal Postdigital Science and Education.
We invite contributions from a wide range of postdigital research themes and approaches including but not limited to:
Postdigital theories and philosophies
Postdigital research methodologies
Education and automation
Big data and learning analytics
Educational assessment
Artificial Intelligences, neural networks, deep learning
Data, surveillance, and privacy
Networked learning
Postdigital mobilities
Postdigital (learning) spaces and places
Biopolitics and bioinformational capitalism
Biomodernity and viral modernity
Post-truth and fake news
Postdigital ecopedagogies
Sustainability and bioeconomy
Postdigital critical pedagogies
Education and democracy
Postdigital literacies
Critical disability studies
Decolonial, anti-imperialist, and anti-colonial studies and movements
poznajemo li genZ – kako uče i razvijaju vještine (lekcije naučene iz Counterstrikea, Minecrafta, Fortnitea, Instagrama, Snapchata, TikToka i dr.)? Što nam je potrebno za rad s njima?
inovativne metode učenja i poučavanja u HyFlex nastavi (mješovita nastava), online i učioničkoj nastavi
razvoj kreativnosti, inovativnosti i kritičkog mišljenja uz pomoć digitalne tehnologije
podcasti kao obrazovni alat i alat za promociju znanosti
učenje i poučavanje za održivost
uređeni kaos – sigurnost u virtualnom prostoru – koliko su učenici i učenice, studenti i studentice sigurni u virtualnom prostoru i kako ih obrazujemo za sigurno korištenje digitalnih tehnologija
strateško upravljanje za digitalnu zrelost ustanova: kako obrazovne ustanove sudjeluju u digitalnoj transformaciji? Koje su kompetencije potrebne za upravljanje digitalno zrelim ustanovama? Koje su kompetencije potrebne za stručnu podršku učenicima i učenicima / studentima i studenticama?
trendovi u uključivanju učenika i učenica / studenata i studentica u industriju tijekom škole i fakulteta, kroz prakse, ljetne škole, job fairove, hackathone i sl. – primjeri dobre prakse
učenje radom, perspektiva učenika i učenica / studenata i studentica, korisnost naučenog u školama i na fakultetima za budući rad
obrazovanje za zanimanja budućnosti – interdisciplinarnost, startupovi (npr. field engineer, upravljanje istraživačkim radom, cloud-broker/ice itd., programeri/ke i kreatori/ce igrica)
interesi učenika i učenica, studenata i studentica i suradnja sa startupovima
kako krenuti, kako opstati – savjeti novim generacijama za pokretanje startupa
upravljanje vremenom u postdigitalno doba – ravnoteža rada i slobodnog vremena (stalna dostupnost učitelja, potreba za strukturiranjem dostupnosti) – primjeri dobre prakse
post-COVID era – naučene lekcije u primjeni digitalnih tehnologija, održivost uvedenih promjena i utjecaj na otpornost obrazovnog sustava u cjelini
kompetencije obrazovatelja i obrazovateljica, ravnatelja i ravnateljica i stručnih službi za integraciju digitalnih tehnologija (inicijalno obrazovanje, stručno usavršavanje, informalno učenje, učenje radom…)
kako integrirati i poučavati učenike i učenice migrante (učenici i učenice iz Ukrajine i drugih zaraćenih prostora)?
povjerenje u postdigitalnom svijetu – kako se odnosi povjerenja grade u školama uz pomoć tehnologije vs. usprkos tehnologiji? Uloga povjerenja u neformalnim i informalnim oblicima učenja?
tko ima pristup – obrazovanju, alatima, podacima, prostoru – primjeri dobrih praksi
obrazovanje učenika i učenica / studenata i studentica o upravljanju podacima (tko ima pristup našim osobnim podacima i za što se oni koriste (AI)), digitalni trag – primjeri dobre prakse
FAIR podaci – pronalažljivi (engl. Findable), dostupni (engl. Accessible), interoperabilni (engl. Interoperable), ponovo upotrebljivi (engl. Reusable) podaci
korištenje otvorenih podataka u obrazovanju učenika (koriste li učenici i učenice / studenti i studentice podatke u svrhu vlastitog obrazovanja, znaju li prepoznati podatke i sl.)
koliko imamo pristupa podacima iz različitih sustava i koristimo li ih za unapređenje rada naših učenika i učenica, studenata i studentica, obrazovnih institucija koje vodimo?
pristup podacima vs. korisnost tih podataka
što možemo učiniti da pristup podacima kojima raspolažemo bude otvoreniji (mi kao pojedinci i/ili ustanove)?
upravljanje podacima o održivosti škole – koristimo li podatke o potrošnji energije škole u svrhu obrazovanja učenika i učenica – primjeri dobre prakse
kako nam tehnologija pomažu u radu s učenicima i učenicima / studentima i studenticama s posebnim odgojno-obrazovnim potrebama (učenici i učenice s poteškoćama i daroviti učenici i učenice)
pristupačnost škola i fakulteta – stvarna i virtualna (asistivne tehnologije)
prednosti i izazovi korištenja pomoćnih (asistivnih) tehnologija u radu s učenicima i učenicama / studentima i studenticama s posebnim odgojno-obrazovnim potrebama i/ili invaliditetom
iskustvo primjene novih tehnologija (npr. virtualna i proširena stvarnost, 3D printanje, umjetna inteligencija, robotika, itd.) s ciljem poboljšanja društvene uključenosti
potpomognuta komunikacija u odgoju i obrazovanju (uz primjenu pomoćne tehnologije)
digitalna pristupačnost (mrežnih stranica, mobilnih aplikacija i digitalnih dokumenata) i pristupačno okruženje. Digitalna podijeljenost i digitalna inkluzija
kako strateški upravljati digitalnim sazrijevanjem u obrazovnim ustanovama?
kako se digitalna transformacija odvija u obrazovnim ustanovama?
koje su kompetencije potrebne za digitalno sazrijevanje (upravljačke, pedagoške, tehničke i druge)? Koje postoje, a koje nedostaju, kako ih stjecati? Kako dijelimo znanje i najbolje prakse?
koja je ravnateljska, nastavnička, učenička uloga? Imaju li roditelji / skrbnici i šira zajednica ulogu u digitalnom sazrijevanju škole?
kakva je podrška potrebna školama u digitalnom sazrijevanju?
kakva je podrška potrebna fakultetima u digitalnom sazrijevanju? (tehnička, pedagoška, organizacijska, nešto sasvim drugo?)
koja je uloga kibernetičke sigurnosti u digitalnom sazrijevanju?
Prijavite svoje panele i govornike na temu koju smatrate značajnom, a povezana je s temom obrazovanja i tehnologije. Paneli se mogu sastojati od tri do četiri rada, odnosno panelista.
We are increasingly no longer in a world where digital technology and media is separate, virtual, ‘other’ to a ‘natural’ human and social life, and education is often at the forefront of these trends. Communities and research approaches engaged with technology and education tend to view the research field as concerned with the ‘effects’ of digital media and other technologies on the existing activities of teaching and learning in education. This still assumes a clear division between an authentic educational practice and the imposition of an external, and novel, technology. The rapid growth of research and books and articles dealing with education and research in and for the postdigital age calls for a different approach that is no longer based on a division but rather on an integration of education and technology. The postdigital approach meets that need.
Selected participants will be invited to write up their presentation in their chosen format (a short commentary or a full article) to be considered for publication in the Springer peer-reviewed journal Postdigital Science and Education.
We invite contributions from a wide range of postdigital research themes and approaches including but not limited to:
Postdigital theories and philosophies
Postdigital research methodologies
Education and automation
Big data and learning analytics
Educational assessment
Artificial Intelligences, neural networks, deep learning
Data, surveillance, and privacy
Networked learning
Postdigital mobilities
Postdigital (learning) spaces and places
Biopolitics and bioinformational capitalism
Biomodernity and viral modernity
Post-truth and fake news
Postdigital ecopedagogies
Sustainability and bioeconomy
Postdigital critical pedagogies
Education and democracy
Postdigital literacies
Critical disability studies
Decolonial, anti-imperialist, and anti-colonial studies and movements
do we know genZ? – how does genZ learn and develop skills? (lessons learned from Counterstrike, Minecraft, Fortnite, Instagram, Discord, Snapchat, Fiver and TikTok, etc. – how much do we know about genZ, how do they learn, what is important to them and what resources do we need to work and connect with them?)
innovative teaching and learning methods in HyFlex teaching, blended teaching, online teaching and classroom teaching
development of creativity, innovation and critical thinking and the role of digital technology
podcast as an educational tool and science promotion tool
teaching towards sustainability
ordered chaos: security in virtual space – how safe are students in the virtual space and how do we educate them for the safe use of digital technologies?
consequences of hyperconnection & precarious world: digital dementia and/or digital awareness
learner/teacher autonomy – roles, identities, space and place
the role of space in education – a stimulating environment as an important factor in education
creating knowledge by connecting/connecting by creating knowledge (learning communities)
digital addiction vs. functional use of technology
students as teachers
the role of technology use in teaching students with special educational needs (gifted, socially deprived, physically and cognitively impaired students, etc.)
time management in the postdigital age: work-life balance (constant teacher availability, need for a structured accessibility) – examples of good practice
post-COVID era – lessons learned in the application of digital technologies, sustainability of changes and impact on the resilience of the education system as a whole
competencies of educators, principals and professional services for the integration of digital technologies (initial education, professional development, informal learning, work-based learning)
how to integrate and teach migrant students (students from Ukraine and other war-torn areas)?
trust in the postdigital world: how much do we trust technology? how do we build relationships in schools with the help of technology vs. despite the technology? the role of trust in non-formal and informal forms of learning?
who has access to – education, tools, data, codes, space, etc.
FAIR data – Findable, Accessible, Interoperable & Reusable
educating students on data management (who has access to our personal data and what is it used for (AI)), digital footprint – examples of good practice
the use of open data in student education (whether students use data for their own education, whether they know how to recognize data, etc.)
how much access do we have to data from different systems and whether we use them to improve the work of our students and educational institutions we run
access to data vs. usefulness of the data
what can we do to make access to the data we have more open? (as individuals or institutions)
management of school sustainability data, potential of school energy consumption data for the purposes of student education
how does technology help us work with students with special educational needs (students with disabilities and gifted students)
technology as an obstacle in working with students and students with special educational needs and how can we overcome these obstacles?
accessibility of schools and universities – real and virtual (assistive technologies)
advantages and challenges of using assistive technologies when working with pupils and students with special educational needs and/or disabilities
experience in applying new technologies (eg. virtual and augmented reality, 3D printing, artificial intelligence, robotics, etc.) in order to improve social inclusion
assisted communication in education (with the use of assistive technology)
digital accessibility (websites, mobile applications, and digital documents) and accessible environment. Digital division and digital inclusion
How to strategically lead digital maturity in educational institutions?
How are educational institutions going through digital transformation?
What competencies are needed for digital maturity (leadership competences, pedagogical, technical and other competences)? Which ones exist, and which ones are missing, how to acquire them? How do we share knowledge and best practices?
What is the role of the principal, the teacher, and the student? Do parents and the local community play a role in the digital maturity of the school?
What support do schools need in digital maturity?
What support do colleges need in digital maturity?
(technical, pedagogical, or organizational support, something completely different?)
What is the role of cyber security in digital maturity?
For all of you who are not able to hang out with us live in Šibenik, we have provided an online conference platform – Hopin. To access Hopin, fill out the application form below. A day before the start of the conference, a link will be sent to your e-mail address that you entered in…
Registrations for the 24th CARNET user conference are OPEN! Most important information you need to know when applying: Registration for the conference via the registration form is only possible for one participant per registration All participants who have a valid electronic identity in the AAI@EduHr system should use it to access the registration form Pay…
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