Rapetti edmedia2010 july2010

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presentation given at EDMEDIA2010 …

presentation given at EDMEDIA2010
(http://www.aace.org/conf/edmedia/)

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  • 1. A research project in Ticino (Switzerland) Emanuele Rapetti Samanta Ciannamea Dr. Stefano Tardini Prof. Lorenzo Cantoni
  • 2. Agenda INTRO 1. Intro “The only thing 2. Addressing the topic that does not change 1. Key-labels is that at any and every time 2. Critical voices 3. LEARNERS’ VOICES it appears 1. Aims that there have been 2. Methodology ‘great changes’. ” 3. Results M. Proust 4. Conclusions Quotated by Bennett-Maton-Kervin in their “Digital Natives. A critical review on the evidence” 02/07/2010 14.39.37 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 2
  • 3. 1. Addressing the topic Key-labels One dominant perspective: Three key-labels: DIGITALIZED a. DIGITAL NATIVES GENERATION (Prensky, 2001) b. GENERATION Y OF LEARNERS (Howe & Strauss, 1991) c. NET GENERATION (Oblinger & Oblinger, 2005) 02/07/2010 14.40.06 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 3 www.francisanderson.wordpress.com
  • 4. The adoption of this model in instructional design Key-points: -Teachers have to stay up-to-date with technologies development -Students need learning experiences that fit with their cognitive style -Task-oriented -Multitasking -Collaborative -Fast -Focused -Sharing-based 02/07/2010 14.40.13 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 4
  • 5. 2. Addressing the topic Critical voices - Ethnocentrism (USA) - Unbalancing ICTs-people - Learning processes a. Schulmeister simplification and generational (2008) b. Bennett, Maton & Kervin stereotypes (2008) - A-critical acceptance of digital c. Bullen www.netgenskeptic.com divides (2008-present) - Determinism in Education - Undemonstrated “media skills” - … 02/07/2010 14.40.16 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 5
  • 6. …what do they think about? …how do they manage their media diet? …how do they self-perceive their digital learnings? 02/07/2010 14.40.32 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 6
  • 7. 3. LEARNERS’ VOICES Aims To understand and observe in higher education context: - Real ICTs usages in learning Within a broader research experiences approach about ICTs, eLearning and learning: - Nowadays learners’ themselves eEthnography perceptions In contact with similar researches in UK, Italy, and at the OECD - If age can be considered the independent variable to define a tech-savvy and tech-oriented group of students 02/07/2010 14.40.40 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 7
  • 8. 3. LEARNERS’ VOICES @USI-SUPSI Methodology Sample: 562 university students of the italian speaking part of Online questionnaire Switzerland (Ticino) Age: Step1: descriptive stats about Min 17; Max 75; Mean 24,5 learners’ (self)perceptions, Context: behaviors, and preferences USI – Università della Svizzera italiana Step2: crosstabs and cluster SUPSI – University of Applied analysis questioning age factor Sciences and Arts of Southern Switzerland 9 different faculties 02/07/2010 14.42.44 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 8
  • 9. Questions sections: • Personal data (age, gender, course, etc). • Learning preferences (in general and • Owned digital technologies. concerning ICTs). • Access to the internet. • The role of ICTs in studies/learning • Online activities and frequency of experiences. usage. • eLearning perception. • Most used applications. • Rationales in using ICTs for learning. • The role of ICTs in everyday life. 02/07/2010 14.43.20 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 9
  • 10. 3. LEARNERS’ VOICES @USI-SUPSI Results The daily media diet The 5 activities that students pursue daily: •Use a search engine (79.3%) •Read / write e-mail (78.1%) •Watch a film / play audio files (38.5%) •Read newsletters or alerts (36.6%) •Read newspapers (34.8%) 02/07/2010 14.47.45 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 10
  • 11. 3. LEARNERS’ VOICES @USI-SUPSI Results The role of ICTs 02/07/2010 14.45.47 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 11
  • 12. 3. LEARNERS’ VOICES @USI-SUPSI Results The preferred strategies to learn A lot Fairly A little Not at all When you learn, you prefer: in% in% in% in% Lectures in classroom 52.3 41.8 5.1 .8 Search engines 57.2 32.2 9.0 1.6 Individual study (using books, notes, folders etc.) 50.8 38.7 9.4 1.2 Wikipedia 35.4 43.2 16.8 4.7 Online platforms (eLearning) 35.0 37.1 22.3 5.7 Websites/specialized blogs 33.2 34.6 23.4 8.8 Individual lessons 30.7 35.0 27.0 7.4 Printed dictionary/enciclopedia 16.8 38.1 35.2 10.0 Multimedial supports 13.9 27.7 38.1 20.3 Social networking sites 8.6 11.7 31.6 48.0 The preferred way to learn [Sample: 562. This question, missing: 50; total 512 (100%). Multiple choice] 02/07/2010 14.43.40 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 12
  • 13. Summing up results about age Does AGE influence nowdays learners… Crosstabs says: 1. Concerning the ICTs they use the most? 1. No 2. About their eLearning perception? 2. No 3. In the way they set their media diet? 3. Yes 4. Concerning the learning tools they prefer? 4. Yes 5. If observing the time they spend online to learn? 5. No 02/07/2010 14.37.56 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 13
  • 14. Conclusions • Average, – AGE can not be considered the independent variable to identify tech-oriented learners • Rather – It is part of a corpus of explaining factors, inter-related but never directly correlated • Such – economical condition (e.g.: palms adults) – Discipline choice (e.g.: web 2.0 tools engineers and computer scientists) – eLearning familiarity (e.s.: Moodle university platform Communication and Economy students) 02/07/2010 14.31.23 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 14
  • 15. Key-references • Bennet, S., Maton, K., Kervin, L. (2008), “The ‘digital natives’ debate: a critical review of the evidence” in British Journal of Educational Technology, volume 39, issue 5, pp. 775-786 • Pedrò, F. (2006), The New Millennium Learners. Challenging our views on ICT and learning, OECD-CERI background paper • Schulmeister R. (2008b), “Is There a Net Gener in the House? Dispelling a Mystification”, in Eleed (E-learning and Education Online Journal), n. 5. In internet: http://eleed.campussource.de/archive/5/1587 . • Bullen M. (2008-2010) The NetGen Skeptics blog http://www.netgenskeptic.com • Cantoni, L., Rapetti, E. & Tardini, S. (2010), “Generation Y between myth and reality” in (ed.) Salvetti, F., Glocal Working, FrancoAngeli, Milano (forthcoming). 02/07/2010 14.30.35 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 15
  • 16. Questions?? ? emanuele.rapetti@usi.ch | www.newmine.org 02/07/2010 14.30.32 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 16
  • 17. 02/07/2010 14.30.46 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 17
  • 18. 02/07/2010 14.30.57 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 18
  • 19. 02/07/2010 14.31.02 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 19
  • 20. 02/07/2010 14.31.04 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 20
  • 21. Historico-socio-cultural Educative-cognitive (by Howe & Strauss) (by Junco & Mastrodicasa) 1. Special 1. driven to success (they feel this way because of the big economic and educative (goal-oriented, they want high-rates and prefer to get the best attention their parents devoted to them) mark instead of criticizing a teacher) 2. sheltered 2. social (never before children received so much protection, in medicine, (they love to interact in learning: fewer lectures and more as well as in social experiences) discussions) 3. confident 3. experiential learners (they trust in authority because parents and educators gave them (learning with PCs, they developed the trial-and-error way to a lot) think, they dislike instructional manuals and like to gather information surfing freely on Internet) 4. conventional 4. multitasking (in opposition with genX, they prefer to respect rules of conduct, (because of the “development of their learning processes using proper dress and social authority and not to take risks) such technologies, they developed cognitive processing styles that can be described as ‘hypertext’ in nature”) 5. team-oriented (because of the experience in school and the opportunities given by the Web 2.0) 6. Achieving (in average, they score much better than even before) 7. Pressured (they have been spoiled and cuddled to reach the top, now they feel it’s time to give in back something) 02/07/2010 14.31.04 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 21
  • 22. Enlarging or changing the paradigm? 02/07/2010 14.31.05 Emanuele Rapetti – NewMinELab – USI Lugano (CH) @ ED-MEDIA2010 22