LEARNERS OF DIGITAL ERA
LoDE Between data evidence and intuitions
Emanuele Rapetti, PhD
Prof. Lorenzo Cantoni, PhD
Agenda:

1. What?
2. Why?
Emanuele Rapetti - NewMinELab

3. How?
4. Results

5. Conclusions
6. Questions

2

7. Deepenings
Brief introduction

Emanuele Rapetti - NewMinELab

3
WHAT? A STUDY CONCERNING LODE

ICTs

Generation
of digital
learners

4
3 VIEWS (SAMPLES)



Tapscott



Bauerlein



The
“labelling”
issue

Bennett, Maton & Kervin

5
as a result of this
ubiquitous environment
and the volume of their
interaction with it,
today’s students
think and process...
SAMPLE:

BAUERLEIN (2008)

Digital natives,
go to the Internet
not to store knowledge in their
minds,
but to retrieve mate...
A NUMBER OF LABELS

8
THIRD SAMPLE: SCHULMEISTER (2008)

the expected media
competence
of young learners
solely consists
of being able
in locati...
WHY? BECAUSE OF A GREAT RHETORIC


Rhetoric concerning «digital learners»
Implications
 Expectations


Many “labels”
 ...
uploaded 02/2010
-

+13k views
-37

unlike
-0

like

Emanuele Rapetti - NewMinELab

-

LITTLE TASTE OF RHETORIC…

Video:

...
HOW?
FRAMING THE TOPIC, BEYOND INTUITIONS

 Refusing

a prepackaged perspective 

LoDE

 Theoretical

interdisciplinary...
13
 Combining


quantitative

Online questionnaire,
562 respondents (university students of Ticino – CH)
 Statistical trea...
HOW? METHODOLOGICAL ARCHITECTURE

 Because




of the great complexity

Seven hypotheses
Four open questions

15

Emanu...
MAIN RESULTS







Age variable does not explain ICTs predilection
in education
«Classical strategies» are preferred t...
QUESTION
“HOW MUCH ICTS IMPROVED…”
The fact of
being older...

...increases
of...

...the likelihood to consider that
ICTs...
QUESTION :
“WHICH IS YOUR FAVOURITE STRATEGY TO LEARN?”
The fact of ...increases
being older...
of...

...the likelihood t...
QUESTION
“HOW MUCH DO YOU AGREE…?”
The fact of
being older...

...increases
of...

...the likelihood to answer that...

4....
Emanuele Rapetti - NewMinELab

20
Emanuele Rapetti - NewMinELab

REPRESENTATION AND DEFINITION
OF “READING”

Reading means: having a book on the desk and a ...
CONCLUSIONS






No predominance of technology in
education
Socio-demographic variables are not
unequivocal to explain...






The importance of communication
in using media
The importance of search in using
media with learning-purposes
The...
THE FINAL INSIGHT

Massive

user ≠ expert user

Familiarity

≠ Mastering
24

Emanuele Rapetti - NewMinELab
GRAZIE PER L’ATTENZIONE
25

Questions and/or comments?

Emanuele Rapetti - NewMinELab

THANKS FOR YOUR ATTENTION
26

Emanuele Rapetti - NewMinELab

ATTACHMENTS - ALLEGATI
LABELS


Boomer babies; Boomlets; Born digital; Digital kids;
Digital Natives; Digital residents; Echo Boom;
Gamers; Gen....
3 DIFFERENT VISIONS OF THE SAME TOPIC






The enthusiasts (about the impact of ICTs on learners` skills and
behaviour...
29

Emanuele Rapetti - NewMinELab
Emanuele Rapetti - NewMinELab

30
Emanuele Rapetti - NewMinELab

31
WHY LODE?








The focus is on persons, so the first word refers to them.
The perspective is anthropological-pedag...
DATI SUL CAMPIONE
AGE VARIABLE
MEAN: 24.5 years;
MEDIAN: 23 years;
MIN: 17, MAX:75.
The whole was divided into three “age ...
7 HYPOTHESES

Age variable
Country of origin

Emanuele Rapetti - NewMinELab

1. The presence of ICTs in LoDE experience is...
4 OPEN QUESTIONS

Emanuele Rapetti - NewMinELab

1. Which is the perception LoDE have of their media
diet, and how does it...
ICTs

in

LoDE

Verified.

2. ICTs’ usages are more related to leisure
Only partially verified.
purposes than to learning ...
LoDE seem to be still in approaching phase to
1. Which is the perception
a learning behaviour digitally-oriented. On
LoDE ...
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Lo de@atee2013 ppt_rapetti

  1. 1. LEARNERS OF DIGITAL ERA LoDE Between data evidence and intuitions Emanuele Rapetti, PhD Prof. Lorenzo Cantoni, PhD
  2. 2. Agenda: 1. What? 2. Why? Emanuele Rapetti - NewMinELab 3. How? 4. Results 5. Conclusions 6. Questions 2 7. Deepenings
  3. 3. Brief introduction Emanuele Rapetti - NewMinELab 3
  4. 4. WHAT? A STUDY CONCERNING LODE ICTs Generation of digital learners 4
  5. 5. 3 VIEWS (SAMPLES)  Tapscott  Bauerlein  The “labelling” issue Bennett, Maton & Kervin 5
  6. 6. as a result of this ubiquitous environment and the volume of their interaction with it, today’s students think and process information fundamentally differently from their predecessors FIRST SAMPLE: PRENSKY (2001) It is now clear that, 6
  7. 7. SAMPLE: BAUERLEIN (2008) Digital natives, go to the Internet not to store knowledge in their minds, but to retrieve material and pass it along. SECOND hyper-networked kids who can track each other’ every move with ease, but are largely ignorant of history, economics, culture, and other subjects 7
  8. 8. A NUMBER OF LABELS 8
  9. 9. THIRD SAMPLE: SCHULMEISTER (2008) the expected media competence of young learners solely consists of being able in locating information in the net 9
  10. 10. WHY? BECAUSE OF A GREAT RHETORIC  Rhetoric concerning «digital learners» Implications  Expectations  Many “labels”  An hot debate    the key-question: Is the fact of growing up in the digital era (AGE)  an explanatory variable  for the predisposition to adopt ICTs in education  Emanuele Rapetti - NewMinELab 10
  11. 11. uploaded 02/2010 - +13k views -37 unlike -0 like Emanuele Rapetti - NewMinELab - LITTLE TASTE OF RHETORIC… Video: 11
  12. 12. HOW? FRAMING THE TOPIC, BEYOND INTUITIONS  Refusing a prepackaged perspective  LoDE  Theoretical interdisciplinary framework 12 Emanuele Rapetti - NewMinELab
  13. 13. 13
  14. 14.  Combining  quantitative Online questionnaire, 562 respondents (university students of Ticino – CH)  Statistical treatment of data   and  qualitative 2 LEGO sessions e 3 MEDIA DIET DIARIES 14 Emanuele Rapetti - NewMinELab
  15. 15. HOW? METHODOLOGICAL ARCHITECTURE  Because   of the great complexity Seven hypotheses Four open questions 15 Emanuele Rapetti - NewMinELab
  16. 16. MAIN RESULTS    Age variable does not explain ICTs predilection in education «Classical strategies» are preferred to eLearning/digital learning “Media Convergence” 16 Emanuele Rapetti - NewMinELab
  17. 17. QUESTION “HOW MUCH ICTS IMPROVED…” The fact of being older... ...increases of... ...the likelihood to consider that ICTs improved significantly... 0.8% “the way you practice your hobby or interests” 0.5% “the way you do your students’ tasks” 0.1% “the way you learn” 3.9% “the way you collaborate with your peer” 17 Emanuele Rapetti - NewMinELab
  18. 18. QUESTION : “WHICH IS YOUR FAVOURITE STRATEGY TO LEARN?” The fact of ...increases being older... of... ...the likelihood to be more in favour of... 0.2% “lectures in classroom” 0.6% “printed dictionary/encyclopaedia” 0.3% “online platforms (eLearning)” 18 Emanuele Rapetti - NewMinELab
  19. 19. QUESTION “HOW MUCH DO YOU AGREE…?” The fact of being older... ...increases of... ...the likelihood to answer that... 4.0% “It would be good if there were more eLearning in my courses” 19 Emanuele Rapetti - NewMinELab
  20. 20. Emanuele Rapetti - NewMinELab 20
  21. 21. Emanuele Rapetti - NewMinELab REPRESENTATION AND DEFINITION OF “READING” Reading means: having a book on the desk and a marker in my hand, checking on the net what I do not know, using the phone when a I need help, printing materials which are useful for me. 21
  22. 22. CONCLUSIONS    No predominance of technology in education Socio-demographic variables are not unequivocal to explain ICTs adoption in education Labels can be catchy, but are not so useful in education 22 Emanuele Rapetti - NewMinELab
  23. 23.    The importance of communication in using media The importance of search in using media with learning-purposes The importance of eLearning as a context and as a strategy 23 Emanuele Rapetti - NewMinELab
  24. 24. THE FINAL INSIGHT Massive user ≠ expert user Familiarity ≠ Mastering 24 Emanuele Rapetti - NewMinELab
  25. 25. GRAZIE PER L’ATTENZIONE 25 Questions and/or comments? Emanuele Rapetti - NewMinELab THANKS FOR YOUR ATTENTION
  26. 26. 26 Emanuele Rapetti - NewMinELab ATTACHMENTS - ALLEGATI
  27. 27. LABELS  Boomer babies; Boomlets; Born digital; Digital kids; Digital Natives; Digital residents; Echo Boom; Gamers; Gen.com; Generation Next; Generation Tech; Generation Why; Generation XX; Generation Y; Generation 2000; Grasshopper Minds; Homo Zappiens; Instant-Message Generation; Millennials; Net generation; Net-agers; Next Great Generation; Nintendo Generation; Prozac Generation; Screen Generation; Coddled, adrift, and slackers; Dumbest generation; Narcissist; Net addicted (to pointless activities); Shameless; The ones who click (instead of thinking); The ones who take Google as Gospel; Violent; online bullies… Emanuele Rapetti - NewMinELab 27
  28. 28. 3 DIFFERENT VISIONS OF THE SAME TOPIC    The enthusiasts (about the impact of ICTs on learners` skills and behaviours)are firmly convinced that digital technologies are making the generation of younger learners a very skilled one. Within them is it possible to identify three different approaches, depending to the observed area of ICTs’ effects on learners behaviours and attitudes:  The historic-sociological approach, moving from all the differences between the current generation and the previous ones (e.g.: Howe & Strauss, 2000);  The psycho-cognitive approach, claiming that the everyday usages of ICTs changed the cognitive abilities of young people (e.g.: Prensky, 2001; Small, 2008);  The socio-pedagogical approach, based on the paradox “everywhere ICTs, except at schools” (Pedró, 2009), and asking for a reform/revolution in school and university systems (e.g.: Oblinger & Oblinger, 2005; Junco & Mastrodicasa 2008). The concerned ones, almost reactionaries, accepting as well this idea of a digitalized generation of learners, but concerned about the potentially dangerous effects, such violence, dumbness, harassment, addiction, etc (e.g. Bauerlein, 2008). The critics, who question the idea of characterising the set of skills of the young generation simply in function of ICTs’ usages, criticizing all the unrequested generalizations, and calling for deeper studies and g-localized analyses (e.g. Selwyn, 2010). Emanuele Rapetti - NewMinELab 28
  29. 29. 29 Emanuele Rapetti - NewMinELab
  30. 30. Emanuele Rapetti - NewMinELab 30
  31. 31. Emanuele Rapetti - NewMinELab 31
  32. 32. WHY LODE?      The focus is on persons, so the first word refers to them. The perspective is anthropological-pedagogical, so the chosen word is about learning. Not only young people learn though ICTs in the Knowledge Society and relevant effects on digital learners can be observed as wall on adults. The lesson learned from “Digital natives” label is the pervasion of digital technologies in everyday life has a great impact on learning experiences but refuses to apply the “digital” adjective to people and to imply generational divides. The lesson learned from “generation Y” e “NetGeneration” label is the use of digital technologies (especially the portable ones) changed dramatically our way of living, it is something new in history – therefore, a new “era” –, but it does not mean it is a matter of age. 32 Emanuele Rapetti - NewMinELab
  33. 33. DATI SUL CAMPIONE AGE VARIABLE MEAN: 24.5 years; MEDIAN: 23 years; MIN: 17, MAX:75. The whole was divided into three “age groups”:  17 to 23 years (58.5% of the sample),  from 24 to 29 (28.1%)  30 and over (13.3%). This is primarily aiming to highlight any possible differences between LoDE belonging to Gen Y – namely, born after 1980 – and the others, who had in 2009, more than 30 years 33 Emanuele Rapetti - NewMinELab
  34. 34. 7 HYPOTHESES Age variable Country of origin Emanuele Rapetti - NewMinELab 1. The presence of ICTs in LoDE experience is massive 2. ICTs’ usages are more related to leisure purposes than to learning ones 3. ICTs’ adoption for learning goals is statistically relevant for elementary learning behaviours 4. ICTs predilection in learning contexts is explainable/predictable thanks to Gender Field of studies 5. LoDE request for more ICTs in formal learning 6. eLearning is the preferred way to learn 7. LoDE express a learning-style pattern digitally oriented 34
  35. 35. 4 OPEN QUESTIONS Emanuele Rapetti - NewMinELab 1. Which is the perception LoDE have of their media diet, and how does it influence learning behaviours? 2. Which is the relevance of digital experiences for learning? 3. Is it observable a skill transfer from informal contexts of learning to formal ones? 4. Are LoDE bearers of a peculiar technological potential useful for learning purposes? 35
  36. 36. ICTs in LoDE Verified. 2. ICTs’ usages are more related to leisure Only partially verified. purposes than to learning ones 4. ICTs predilection in learning contexts is Falsified. explainable/predictable thanks to a. Age variable b. Country of origin c. Gender d. Field of studies The influence of socio-demographics is almost negligible: too little or not existing. 5. LoDE request for more ICTs in formal The assumption behind learning hypothesis is not confirmed. 6. eLearning is the preferred way to learn Not verified. 7. LoDE express a learning-style pattern Falsified. digitally oriented the Emanuele Rapetti - NewMinELab 3. ICTs’ adoption for learning goals is Abandoned – lack of diriment results  3B statistically relevant only for elementary learning behaviours 3B. eLearning appreciation is explainable A little statistical relation was registered, butin a such little thanks to advanced practices with ICTs. dimension to be not relevant DETAILED RESULTS (1): 1. The presence of experience is massive Results VERIFICATION/FALSIFICATION OF HYPOTHESES Hypotheses 36
  37. 37. LoDE seem to be still in approaching phase to 1. Which is the perception a learning behaviour digitally-oriented. On LoDE have of their media diet, and one side they are great adopter of ICTs, but on how does it influence learning the other they are not very aware of the behaviours? permeation of media in their lives. No. Or, at least, not yet. 3. Is it observable a skill But it is true that we can observe premises transfer from informal contexts of allowing this skill transfer to develop. Indeed, as per today, ICTs seem to play an learning to formal ones? “alongside” role – rather than a “bridge” one – between activities of leisure and learning. Not really. 4. Are LoDE bearer of peculiar technological potential? Emanuele Rapetti - NewMinELab We could synthesize with the expression: a lot of expectations and some concerns. LoDE do 2. Which is the relevance of a sage/reasoned usage of ICTs in learning. digital experiences for learning? Mainly they stress communication and information gathering. DETAILED RESULTS (2): Answers ANSWERS TO OPEN QUESTIONS Open questions a They are manifestly familiar but no substantial revolutions in learning styles are observable. 37

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