Networked youth research for empowerment in digital society: the WYRED project

The emergence of the young as a distinct social group, and their slowly increasing empowerment through the availability of digital technology, has brought with it an understanding that they have a key role to play in the digital society, as drivers of new behaviors and understandings. However, their active participation in society is not reflected sufficiently in policy and decision-making, especially in relation to digital issues. Because of this, they are not well represented and unheard, and this makes it hard for research and policy to identify and understand their needs. These issues are further complicated by the fact that the group is a swiftly moving target, it is as heterogeneous as the wider society, and young people can be unwilling to be subjects of research. The WYRED project (netWorked Youth Research for Empowerment in the Digital society) aims to provide a framework for research in which children and young people can express and explore their perspectives and interests in relation to digital society, but also a platform from which they can communicate their perspectives to other stakeholders effectively through innovative engagement processes. It will do this by implementing a generative research cycle involving networking, dialogue, participatory research and interpretation phases centered around and driven by children and young people, out of which a diverse range of outputs, critical perspectives and other insights will emerge to inform policy and decision-making in relation to children and young people's needs in relation to digital society.

[1]  José Carlos Sánchez Prieto,et al.  A TAM based tool for the assessment of the acceptance of mobile technologies among teachers , 2016 .

[2]  María Goretti Alonso de Castro Educational projects based on mobile learning , 2014 .

[3]  Francisco José García-Peñalvo,et al.  ¿Utilizarán los futuros docentes las tecnologías móviles? Validación de una propuesta de modelo TAM extendido , 2017 .

[4]  H. Barger The General Theory of Employment, Interest and Money , 1936, Nature.

[5]  Mark Hedges,et al.  Scholarly primitives: Building institutional infrastructure for humanities e-Science , 2013, Future Gener. Comput. Syst..

[6]  Alicia Garcia-Holgado,et al.  Architectural pattern for the definition of eLearning ecosystems based on Open Source developments , 2014, 2014 International Symposium on Computers in Education (SIIE).

[7]  Francisco José García-Peñalvo Issue on Visual Analytics , 2015 .

[8]  A. Feenberg BETWEEN REASON AND EXPERIENCE , 2007 .

[9]  José Carlos Sánchez Prieto,et al.  Understanding mobile learning: devices, pedagogical implications and research lines , 2014 .

[10]  Alicia Garca-Holgado,et al.  Architectural pattern to improve the definition and implementation of eLearning ecosystems , 2016 .

[11]  Daniel A. Keim,et al.  Visual Analytics: Definition, Process, and Challenges , 2008, Information Visualization.

[12]  R ASPINALL,et al.  WHAT IS A PERSON? , 1965, Journal of the American Geriatrics Society.

[13]  Daniel A. Keim,et al.  Challenges in Visual Data Analysis , 2006, Tenth International Conference on Information Visualisation (IV'06).

[14]  H. Pedersen J. M. Keynes: THE GENERAL THEORY OF EMPLOYMENT, INTEREST, AND MONEY. Macmillan, London 1936. 403 S. , 1936 .

[15]  Francisco J. García-Peñalvo,et al.  Technological Ecosystems , 2016, IEEE Revista Iberoamericana de Tecnologias del Aprendizaje.

[16]  Michael F. Goodman,et al.  What Is a Person? , 1988, Contemporary Issues in Biomedicine, Ethics, and Society.

[17]  L. Florio,et al.  Advancing technologies and federating communities: a study on authentication and authorisation platforms for scientific resources in Europe , 2012 .

[18]  Francisco J. García-Peñalvo,et al.  Tap into visual analysis of customization of grouping of activities in eLearning , 2015, Comput. Hum. Behav..

[19]  Francisco Jos Garca-Pealvo,et al.  MLearning and pre-service teachers , 2017 .

[20]  Francisco J. García-Peñalvo,et al.  How Evolutionary Visual Software Analytics Supports Knowledge Discovery , 2013, J. Inf. Sci. Eng..

[21]  M. Prensky Do They Really Think Differently , 2001 .

[22]  Francisco J. García-Peñalvo,et al.  Human-computer interaction in evolutionary visual software analytics , 2013, Comput. Hum. Behav..

[23]  M. Green,et al.  Digital natives , 2012, BDJ.

[24]  K. Popper,et al.  The Open Society and Its Enemies , 1946 .

[25]  Francisco José García-Peñalvo,et al.  Discovering Knowledge through Highly Interactive Information Based Systems , 2013 .

[26]  Audretsch,et al.  The Digital Ecosystems Research Vision : 2010 and Beyond July , 2022 .

[27]  Friedrich A. von Hayek,et al.  The Road to Serfdom: Text and Documents: The Definitive Edition , 1944 .

[28]  J. Keynes GENERAL THEORY OF EMPLOYMENT INTEREST. , 1961 .

[29]  José Carlos Sánchez Prieto,et al.  MLearning and pre-service teachers: An assessment of the behavioral intention using an expanded TAM model , 2017, Comput. Hum. Behav..

[30]  Francisco J. García-Peñalvo,et al.  The evolution of the technological ecosystems: an architectural proposal to enhancing learning processes , 2013, TEEM '13.

[31]  M. Prensky Digital Natives, Digital Immigrants Part 1 , 2001 .

[32]  Antonio M. Seoane Pardo,et al.  GRIAL (GRupo de investigación en InterAcción y eLearning), USAL , 2012 .

[33]  J. Keynes,et al.  The General Theory of Employment, Interest and Money. , 1936 .

[34]  Roberto Therón,et al.  Analítica visual en e-learning , 2014 .

[35]  Graham Mackenzie Between Reason and Experience: Essays in Technology and Modernity , 2012 .

[36]  Francisco José García-Peñalvo,et al.  Presentation of the GRIAL research group and its main research lines and projects on March 2016 , 2016 .

[37]  Elizabeth B.-N. Sanders,et al.  Virtuosos of the Experience Domain , 2001 .