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Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
Reaching net-generation learners with social technologies
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Reaching net-generation learners with social technologies

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advanced workshop at the CDIO conference, University College Gent, Gent, 16/6/2008

advanced workshop at the CDIO conference, University College Gent, Gent, 16/6/2008

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    • 1. Reaching net-generation learners with social technologies Maarten Cannaerts – DE NAYER
    • 2. <ul><li>“ I find it very difficult to concentrate myself on boring courses.” </li></ul>
    • 3. <ul><li>I'm sorry that I am apparently an inconvenience to your precious time, but you are my advisor and I'm pretty sure it is your job to clarify any misunderstandings that I might have….. maybe you should reconsider your role as an advisor…. I thought communicating with an actual person might be more helpful than trying to search for one particular answer in twenty pages of information. </li></ul>i dont mean too bother u but&quot;: Student Email and a Call for Netiquette BY DENISE D. KNIGHT AND NORALYN MASSELINK
    • 4. <ul><li>Maarten Cannaerts and Greet Langie </li></ul><ul><li>W&K – campus DE NAYER </li></ul><ul><li>Department of Industrial Sciences </li></ul><ul><li>Walter Lauriks </li></ul><ul><li>K.U.Leuven </li></ul><ul><li>Department of Physics and Astronomy </li></ul>www.linkedin.com/in/maartencannaerts www.slideshare.net/maartencannaerts [email_address]
    • 5.  
    • 6. www.slideshare.net/maartencannaerts
    • 7. <ul><li>Uses E-mail </li></ul><ul><li>Uses Internet </li></ul><ul><li>Knows Wikipedia </li></ul><ul><li>Uses Wikipedia </li></ul><ul><li>Knows blogs </li></ul><ul><li>Reads blog(s) </li></ul><ul><li>Writes blog(s) </li></ul><ul><li>Knows social bookmarking (del.icio.us) </li></ul><ul><li>Knows collaborative filtering </li></ul><ul><li>Knows social networking (facebook) </li></ul><ul><li>Uses social networking </li></ul>
    • 8. Reaching net-generation learners with social technologies Maarten Cannaerts – DE NAYER
    • 9. “ Net generation” learners <ul><li>Who are they? </li></ul><ul><li>Are they really different? </li></ul><ul><li>What can we do? </li></ul>
    • 10.  
    • 11. <ul><li>Who uses mail daily? </li></ul>
    • 12. <ul><li>“ E-mail is for old people .” </li></ul>
    • 13.  
    • 14. FRAND, “The information age mindset” (2000)
    • 15. <ul><li>A quiz with 7 questions… </li></ul><ul><li>(disclaimer: sorry, no prize for the winner) </li></ul>
    • 16. ................................................... are not technology Computers
    • 17. ................................................... replaces television Internet
    • 18. ................................................... is better than writing Typing
    • 19. ................................................... is a way of life Multitasking
    • 20. .............................. is more important than knowing Doing
    • 21. ......................................................................................... is essential, everywhere and always Connectivity and communication
    • 22. .............................. is preferred to conventional logic Nintendo Trial and error
    • 23. TIRO –> teens and ICT, risks and opportunities
    • 24. <ul><li>… 9 out of 10 does instant messaging; 18,2% has an own website, 40,7% a blog. About 50% claims to have an online profile page… </li></ul>(TIRO)
    • 25. <ul><li>“ Infomania worse than marijuana” </li></ul>
    • 26.  
    • 27. http://www.collisiondetection.net/mt/archives/2007/10/quick_can_you_d.html Less than 40% of the -30 year olds knows his/her own phone number
    • 28. <ul><li>Attention spa m : </li></ul><ul><li>A condition resulting in a failure to process basic facts , due largely to having a mind full of useless information . </li></ul>Urban dictionary (word of the day)
    • 29.  
    • 30. Today’s students are no longer the people our educational system was designed to teach. M. Prensky
    • 31. Education is what remains after what has been learned has been forgotten (B.F. Skinner)
    • 32.  
    • 33. 1975 2006 26/12/2007
    • 34.  
    • 35. “ Life in the fast lane”
    • 36.  
    • 37.  
    • 38. Modern Times
    • 39. http://upload.wikimedia.org/wikipedia/en/a/a6/DOWNTOWN.jpg 700m, Dubai
    • 40. Every morning in Africa, a gazelle wakes up. It knows it must run faster than the fastest lion or it will be killed.
    • 41. Every morning a lion wakes up. It knows it must outrun the slowest gazelle or it will starve to death.
    • 42. It doesn’t really matter whether you’re a lion or a gazelle. When the sun goes up, you’d better start running. (The world is flat, Thomas Friedman)
    • 43. eBay for software development?
    • 44. We are currently preparing students for jobs that don’t yet exist . . . (former Secretary of Education Richard Riley)
    • 45. <ul><li>Viral marketing specialist </li></ul><ul><li>Embedded lover </li></ul><ul><li>Valorisation coordinator </li></ul><ul><li>Technology marketing analyst </li></ul><ul><li>Digital media consultant </li></ul><ul><li>E-marketeer </li></ul><ul><li>Search-engine optimiser </li></ul><ul><li>Ambient technology expert </li></ul>
    • 46. We don't know who discovered water, but we know it wasn't the fish. Marshall McLuhan
    • 47. http://www.boingboing.net/2008/05/13/1939-marital-rating.html
    • 48. Is “the net generation” different, or are they just adapting (better) to a different and changing world?
    • 49. It’s not my problem!
    • 50. <ul><li>It’s getting our problem: </li></ul><ul><ul><li>We are training engineers in a changing world </li></ul></ul><ul><ul><ul><li>Adding more content to the curriculum isn’t going to help </li></ul></ul></ul><ul><ul><ul><li>(msn) </li></ul></ul></ul><ul><ul><li>The students don’t want to learn what we want </li></ul></ul><ul><ul><ul><li>Can we show them the relevance? </li></ul></ul></ul>
    • 51.  
    • 52.  
    • 53. Creepy Treehouse Effect
    • 54. Creepy Treehouse: <ul><li>A place, physical or virtual (e.g. online), built by adults with the intention of luring in kids. </li></ul>http://flexknowlogy.learningfield.org/2008/04/09/defining-creepy-tree-house/
    • 55.  
    • 56.  
    • 57. What can we do?
    • 58.  
    • 59. <ul><li>Stories, multimedia (video/ audio…) </li></ul><ul><ul><li>Trigger more senses </li></ul></ul><ul><ul><li>http://www.brainrules.net/attention </li></ul></ul>
    • 60. <ul><li>Make the learners more autonomous </li></ul><ul><ul><li>I want to choose my tools and methods </li></ul></ul><ul><ul><li>I skype, you skype, we all skype </li></ul></ul>
    • 61. <ul><li>Open up the learning </li></ul><ul><ul><li>Weblogs, anyone? </li></ul></ul>
    • 62. <ul><li>(been there, done that) </li></ul>
    • 63. <ul><li>We’ve been doing this! </li></ul><ul><li>Adapting to the net generation = </li></ul><ul><ul><li>adapting to a changing world </li></ul></ul><ul><ul><li>thinking about good education </li></ul></ul><ul><ul><li>attracting external experts, making learners autonomous, using many different instructional techniques… </li></ul></ul>
    • 64. www.zazzle.com
    • 65.  
    • 66. What can we do?
    • 67. What did we do?
    • 68. <ul><li>What’s a wiki to you? </li></ul><ul><li>Wiki is my middle name! </li></ul><ul><li>Wiki – hmm… heard of it </li></ul><ul><li>Wiki? Pedia? </li></ul>
    • 69.  
    • 70.  
    • 71.  
    • 72.  
    • 73.  
    • 74. <ul><li>Information literacies </li></ul>
    • 75. <ul><li>What’s Lonelygirl’s secret? </li></ul>
    • 76.  
    • 77.  
    • 78. 80% claims having good search-skills, but barely 50% does quality control on the search results (Mediappro)
    • 79. “ High horsepower, poor steering” (OECD – Understanding the brain)
    • 80.  
    • 81.  
    • 82.  
    • 83. http://www.webdrain.com/2005/10/google-fun-google-2084.html
    • 84.  
    • 85. ‘ Work’ shop
    • 86. “ Net generation” learners <ul><li>Who are they? </li></ul><ul><li>Are they really different? </li></ul><ul><li>What can we do? </li></ul>
    • 87.  
    • 88.  
    • 89.  
    • 90.  
    • 91.  
    • 92.  
    • 93. The Personal Learning Environment?

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