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/

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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
  • Developments in interactive media practices of young people (ECE2011)

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

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