Net Generation Learning


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by Wim Veen, 7/5/2005
(Faculty of Technology, Policy and Management)

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Net Generation Learning

  1. 1. Net Generation Learning Teaching Homo Zappiens Wim Veen / 7/5/2005 1 Faculty of Technology, Policy and Management
  2. 2. Homo Zappiens
  3. 3. Homo Zappiens The generation § Playing Games The generation • Grand Theft Auto, World of Warcraft, PS2, Xbox, LAN Parties for whom § Communicating 24/7 learning is playing • Via SMS, MSN, chatrooms, mobile § Integrating f2f and virtual friends § Never reading a manual § Not interested in technology
  4. 4. Daily Media Uses
  5. 5. Homo Zappiens nThe generation inventing games §Without winners or losers, without start or end, and changing the rules continuously….
  6. 6. MSN 24/7: 10 simultaneous conversations More than 150 contacts
  7. 7. Flickr: Tagging and Sharing Images
  8. 8. Homo Zappiens is n Skateboarding up the stairs n Surfing the waves and snowboarding instead of skiing n Searching for extremes School is for meeting friends rather than for learning
  9. 9. Homo Zappiens at Work Multi-Tasking Iconic Skills Processing Discontinued Information Non-Linear Approach
  10. 10. 6 | 31 Integrated scanning skills 'ZapLab‘, A Visual Environment For Associative Information Retrieval of Learning Assets and Objects
  11. 11. Multi tasking Calling a friend Listening to favorite music Doing Math homework Surfing or MSN
  12. 12. Processing discontinued information Channel 1 Channel 2 Channel 3 Zapping is the skill to construct meaningful knowledge from discontinued audio-visual and textual information flows
  13. 13. Non linear approach Linear Non-linear B D A B C D E F C A F E Non-linear learning strategies demand a redesign of content: learning assets, objects to be accessed just-in-time
  14. 14. Gaming as a learning environment
  15. 15. Using Different Media leading to Different skills
  16. 16. Parents are good at reading…. Aoccdrnig to a rscheearch at an Elingsh uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer is at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae we do not raed ervey lteter by it slef but the wrod as a wlohe.
  17. 17. Homo Zappiens’ writing My smmr hols wr CWOT. B4, we used 2go2 NY 2C my bro, his GF & thr 3 : kids FTF. ILNY, it’s a gr8 plc. * My summer holidays were a complete waste of time. Before, we used to go to New York to see my brother, his girlfriend and their three screaming kids face to face. I love New York. It’s a great place. * Daily Telegraph, Sun Mar 2, 2003, British Girl Baffles Teacher with SMS Essay
  18. 18. …. but less good at visual clues
  19. 19. Homo Zappiens learns differently... Homo Zappiens Homo Sapiens n twitch speed n conventional speed n multi tasking n mono tasking n non linear approaches n linear approaches n processing discontinued n processing single information information flows n iconic skills first n reading skills first n connected n stand alone n collaborative n competitive n active n passive n learning by playing n separating learning and playing n instant payoff n patience n fantasy n reality n technology as friend n technology as foe courtesy: Mark Prensky
  20. 20. Conclusion 1 n Homo Zappiens develops a range of metacognitive skills: § Enquiry based approaches § Networked learning: thinking as part of networks § Experiential learning: no punishments § Collaborative learning: teams and roles § Active learning: making choices, act § Self organisation: setting goals § Problem solving strategies § Expliciting knowledge to others
  21. 21. Conclusion 2 n Homo Zappiens has a multimedia reference framework and communicates accordingly § Jungle Book, The Matrix, Kill Bill 1 and 2, South Park, TMF, The Box, MTV, Manga, Kollaboration n Homo Zappiens thinks menus and keywords § Computers, cell phones, ipods, pdas, search engines
  22. 22. As a consequence Homo Zappiens is n a creative problem solver n an experienced communicator n a self-directed learner
  23. 23. Conclusion 3 n Students are digital n Universities are analogue n Regular education is still linear n ICT is used for substitution, not for transformation
  24. 24. Digital and Analogue? n Analogue data are fixed § Math formulas on paper § Texts and graphs n Digital data can be manipulated § Math Java Applets § Kazaa, LimeWire § Roller Coaster
  25. 25. Consequences for Education nCurriculum nJust-in-time content nCourses nInterdisciplinary approach nSubject matters nAppropriate communities nWhole classroom teaching nLearning in groups of interest nTimeslots of 45 minutes nTimeslots of 4 hours nSchool years nPersonal itiniraries nExams nPortfolios
  26. 26. Consequences for Content
  27. 27. Resources for Individual Learning
  28. 28. Learning the Wiki Way “Wiki,quot; the Hawaiian word for quot;quick,quot; allows groups to jointly create and edit Web pages, using a special formatting style that is different from the HTML format used for regular Web pages
  29. 29. Content is no longer King
  30. 30. Did you start a project using the Omidyar Network?
  31. 31. Consequences of ICT for learning nLearning is searching for meaning nKnowledge is communication about meaning nDigital data and information become a tool for knowledge construction nLearning with ICT goes beyond understanding of others’ thoughts by generating new ideas of your own