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Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
Vortrag  Veen 19 09 2005
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Vortrag Veen 19 09 2005

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  • 1. Net Generation Learning Teaching Homo Zappiens Wim Veen / 7/5/2005 1 Faculty of Technology, Policy and Management
  • 2. Homo Zappiens
  • 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. Daily Media Uses
  • 5. Homo Zappiens nThe generation inventing games §Without winners or losers, without start or end, and changing the rules continuously….
  • 6. MSN 24/7: 10 simultaneous conversations More than 150 contacts
  • 7. Flickr: Tagging and Sharing Images
  • 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. Homo Zappiens at Work Multi-Tasking Iconic Skills Processing Discontinued Information Non-Linear Approach
  • 10. 6 | 31 Integrated scanning skills 'ZapLab‘, A Visual Environment For Associative Information Retrieval of Learning Assets and Objects
  • 11. Multi tasking Calling a friend Listening to favorite music Doing Math homework Surfing or MSN
  • 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. 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. Gaming as a learning environment
  • 15. Using Different Media leading to Different skills
  • 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. 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. …. but less good at visual clues
  • 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. 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. 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. As a consequence Homo Zappiens is n a creative problem solver n an experienced communicator n a self-directed learner
  • 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. 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. 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. Consequences for Content
  • 27. Resources for Individual Learning
  • 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. Content is no longer King
  • 30. Did you start a project using the Omidyar Network?
  • 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

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