Pels the great learning experience project

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  • The students themselves become producers of knowledge as technologies become ambient.
  • Source: Dieterle 2006
  • First -- How do they learn? How do they use technology to learn? What experience makes them think, tinker and tick? What learning experience is effective and affective to them? This study hopes to understand the answers to these questions, and be able to design and develop the future of learning activities. Second-- This study believes that the video is a very transparent tool that encourages authenticity of material. Millennial learners are individuals who are accustomed and not indifferent in facing the camera. So the video expression of the students is a short story telling their effective and affective learning experience.
  • Pels the great learning experience project

    1. 1. The Great Learning Experience Project: An attempt to understand learning from the views of the Millennial learners PART 1 Maria Victoria Pineda De La Salle University, Manila, Philippines Email: [email_address] Lennarth Bernhardsson University West, Trollhattan, Sweden Email: [email_address]
    2. 2. BACKGROUND – BEC OF EMERGING TECHNOLOGIES <ul><li>There are limitless ways of producing knowledge. (Attwell, 2007) </li></ul><ul><li>And learning becomes multi-episodic, taking place in concurrence, in multiplicities, different facets, transforming and expanding. </li></ul>
    3. 3. WHO ARE OUR STUDENTS? Born after 1985 High degree of media exposure since age 0 Ownership of a game console, music player or mobile phone at age 8 “ Millennial learners” Grew up with computers or web connectivity Social media is the new form of expression Content creator Self-service learning skill Neomillennial learners - Dieterle, Dede, & Schrier, (2008)
    4. 4. OBJECTIVES <ul><li>First, to explore what drives the educational practices of these millennial learners. </li></ul><ul><li>Second, to focus on the learning content experience rather than the student profile or background. </li></ul><ul><li>Third, to scrutinize the experiences coming from two sets of undergraduate students, both with perpetual access to technology </li></ul>
    5. 5. METHODOLOGY - PLAN <ul><li>Gather videos for six months - Jun – Dec </li></ul><ul><li>Students create a two-minute videos with annotations </li></ul><ul><li>Use Creative Commons license </li></ul><ul><li>Use a blog as a hub of submissions </li></ul><ul><li>Submissions from University West and De La Salle University </li></ul>
    6. 6. METHODOLOGY – BUILDING THE VIDEO <ul><li>Orientation of the expectations of the activity </li></ul><ul><li>Model – the VOST2011 Project of KSU </li></ul><ul><li>Explanation – why a two minute video </li></ul><ul><li>Explanation – why use Creative Commons license </li></ul><ul><li>Annotation of the work </li></ul><ul><li>Submission </li></ul>
    7. 9. http://www.youtube.com/watch?v=XogdMUUX6U8
    8. 10. INITIAL FINDINGS <ul><li>First, the effective and affective experiences are derived from her personal learning experience. </li></ul><ul><li>Second, the millennial learner is able to define her learning priorities or preferences. </li></ul><ul><li>Third, a collective observation in the experiment exhibits the millennial learner as an excellent content and knowledge producer. </li></ul>
    9. 11. NEXT STEPS <ul><li>More descriptive ways of tagging or annotating the videos </li></ul><ul><li>Comprehensive video content analysis </li></ul><ul><li>Extract video submissions from other colleagues </li></ul>

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