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Developments in interactive media practices of young people (ECE2011)

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Presentation for ECE2011 conference. For details see http://www.ece.salford.ac.uk/

Presentation for ECE2011 conference. For details see http://www.ece.salford.ac.uk/

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  • onderzoek: : ontwikkeling in patronen van interactieve media gebruik
  • - assumptions of the homogeneous and skilful Netgeneration have been tested by empirical research
  • Europe, China, South-Africa, USA, Canada
  • youths appear to (un)consciously choose for specific sets of applications
  • the selection of sets is influenced by peers
  • cross-sectional analysis
  • Transcript

    • 1. Developments in interactive media practices of youths Antoine van den Beemt – 2011
    • 2. Contents
      • theory: learning ecology
      • research
      • conclusion: consequences for learning/education
      Antoine van den Beemt – 2011
    • 3. Conclusion
      • don’t ask: which technology to use as learning tool?
      Antoine van den Beemt – 2011
    • 4. Conclusie
      • don’t ask: which technology to use as learning tool?
      • instead: how to connect with the diversity of experiences and preferences of students, starting from a specific learning problem.
      Antoine van den Beemt – 2011
    • 5. Contemporary youth Antoine van den Beemt – 2011
    • 6. Contemporary youth
      • impatient, short attention span
      • always online and connected
      • networking as a lifestyle
      • learning by doing, no books
      • purposeful and practical
      • multitasking
      Antoine van den Beemt – 2011
    • 7. Testing assumptions Antoine van den Beemt – 2011
    • 8. Research Antoine van den Beemt – 2011
    • 9. Research
      • Results
        • intensive use
      Antoine van den Beemt – 2011
    • 10. Research
      • Results
        • intensive use ≠ skilful use
      Antoine van den Beemt – 2011
    • 11. Research
      • Results
        • intensive use ≠ skilful use
        • diversity in use
        • (Kutteroff & Behrens, 2009; Schulmeister, 2008; Van den Beemt, et al, 2011)
      Antoine van den Beemt – 2011
    • 12. Research
      • Results
        • intensive use ≠ skilful use
        • diversity in use
        • specific sets of applications
        • (Eynon, 2010; Van den Beemt, et al, 2010)
      Antoine van den Beemt – 2011
    • 13. Research
      • Results
        • intensive use ≠ skilful use
        • diversity in use
        • specific sets of applications
        • peers
        • (Van den Beemt, et al, 2010)
      Antoine van den Beemt – 2011
    • 14. Research
      • Possible responses?
      Antoine van den Beemt – 2011
    • 15. Research
      • Possible responses?
      • Regardless of the use of interactive media
      Antoine van den Beemt – 2011
    • 16. Theoretical framework
      • social action
      • (Berger & Luckmann, 1966)
      Antoine van den Beemt – 2011
    • 17. Theoretical framework
      • social action
      • experiences, skills and preferences
      • (Barron, 2006)
      Antoine van den Beemt – 2011
    • 18. Theoretical framework
      • social action
      • experiences, skills and preferences
      • learning ecology
      • (Siemens, 2003)
      Antoine van den Beemt – 2011
    • 19. Theoretical framework
      • social action
      • experiences, skills and preferences
      • learning ecology
      • interactive media
      Antoine van den Beemt – 2011
    • 20. Theoretical framework
      • patterns of
      • interactive media participation
      • (Van den Beemt et al, 2010) (Barron, 2006)
      Antoine van den Beemt – 2011
    • 21. Research
      • Developments in patterns of interactive media participation among students
      Antoine van den Beemt – 2011
    • 22. Research
      • 4 categories of activities:
        • Browsing
        • Performing
        • Interchaning
        • Authoring
      • (Van den Beemt, Akkerman, & Simons, 2010, 2011)
      Antoine van den Beemt – 2011
    • 23. Research
      • 4 categories of activities:
        • Interacting
        • Performing
        • Interchanging
        • Authoring
      • (Van den Beemt, Akkerman, & Simons, 2010, 2011)
      Antoine van den Beemt – 2011
    • 24. Research
      • 4 categories of users:
        • Traditionalists
        • Gamers
        • Networkers
        • Producers
      • (Van den Beemt, Akkerman, & Simons, 2010, 2011)
      Antoine van den Beemt – 2011
    • 25. Research
      • Traditionalists:
      • (Van den Beemt, Akkerman, & Simons, 2010)
      Antoine van den Beemt – 2011
    • 26. Research
      • Gamers:
      • (Van den Beemt, Akkerman, & Simons, 2010)
      Antoine van den Beemt – 2011
    • 27. Research
      • Networkers:
      • (Van den Beemt, Akkerman, & Simons, 2010)
      Antoine van den Beemt – 2011
    • 28. Research
      • Producers:
      • (Van den Beemt, Akkerman, & Simons, 2010)
      Antoine van den Beemt – 2011
    • 29. Research
      • 4 categories of users:
      • Van den Beemt, A., Akkerman, S., & Simons, P.R.J. (2009) Jongeren en interactieve media: diversiteit in het gebruik van interactieve media onder jongeren . Kennisnet, Zoetermeer
      Antoine van den Beemt – 2011
    • 30.
      • 4 categories of users:
        • interacting
      • Van den Beemt, A., Akkerman, S., & Simons, P.R.J. (2009) Jongeren en interactieve media: diversiteit in het gebruik van interactieve media onder jongeren . Kennisnet, Zoetermeer
      Research Antoine van den Beemt – 2011 interacting performing interchanging authoring
    • 31. Research
      • 4 categories of users:
      Antoine van den Beemt – 2011 interacting performing interchanging authoring
    • 32. Research
      • diversity in activities: stable
      Antoine van den Beemt – 2011
    • 33. Research
      • diversity in activities: stable
      • diversity in participation: dynamic
      Antoine van den Beemt – 2011
    • 34. Consequences for education
      • content production
      Antoine van den Beemt – 2011
    • 35. Consequences for education
      • content production
      • motivation for out of school use ≠ learning in school
      Antoine van den Beemt – 2011
    • 36. Consequences for education
      • content production
      • motivation for out of school use ≠ learning in school
      • diversity
      Antoine van den Beemt – 2011
    • 37. Consequences for education
      • DIVERSITY
      • experiences, skills, preferences
      Antoine van den Beemt – 2011
    • 38. Consequences for education
      • Learning ecology:
      • experiences, skills, preferences
      Antoine van den Beemt – 2011
    • 39. Consequences for education
      • addressing by:
        • permanent status feedback (games)
      Antoine van den Beemt – 2011
    • 40. Consequences for education
      • addressing by:
        • permanent status feedback (games)
        • group assignments, peer feedback (networkers)
      Antoine van den Beemt – 2011
    • 41. Consequences for education
      • addressing by:
        • permanent status feedback (games)
        • group assignments, peer feedback (networkers)
        • text-based assignments (traditionalists, networkers)
      Antoine van den Beemt – 2011
    • 42. Consequences for education
      • addressing by:
        • permanent status feedback (games)
        • group assignments, peer feedback (networkers)
        • text-based assignments (traditionalists, networkers)
        • (single player) casual games + group assignments
      Antoine van den Beemt – 2011
    • 43. Conclusion
      • don’t ask: which technology to use as learning tool?
      • instead: how to connect with the diversity of experiences and preferences of students, starting from a specific learning problem.
      Antoine van den Beemt – 2011
    • 44.
      • antoine @ manabi.nl
      • www.manabi.nl
      • @avdbmt
      • resgamedu.blogspot
      Antoine van den Beemt – 2011