THE DIGITAL LEARNER AT BCIT AND IMPLICATIONS FOR AN E-STRATEGY Mark Bullen, Tannis Morgan, Adnan Aqyyum, Karen Belfer

Background to Research Collaboration between Concordia PhD candidate & BCIT Learning & Teaching Centre Two studies, one data set Guiding research questions How are BCIT learners using ICTs? Are there differences in social and educational use? Do BCIT learners fit the “millennial learner” profile?

Collaboration between Concordia PhD candidate & BCIT Learning & Teaching Centre

Two studies, one data set

Guiding research questions

How are BCIT learners using ICTs?

Are there differences in social and educational use?

Do BCIT learners fit the “millennial learner” profile?

Digital Learner Characteristics Digitally literate Connected Immediate Experiential Social / Interactive Teams Structure Visual & Kinesthetic Socially-conscious

Digitally literate

Connected

Immediate

Experiential

Social / Interactive

Teams

Structure

Visual & Kinesthetic

Socially-conscious

Net Generation Claims Claim Evidence? Use digital technologies extensively Yes Social, recreational use creates sophisticated users No Social, recreational use of technology transfers to educational use No Use changes learning approaches, even the brain No Need to change the way we teach, organize our institutions, support our learners No

The Literature Authors Comments Oblinger & Oblinger (2005). Educating the Net Generation unprecendented levels of skills with information technology; take technology for granted want more of it in their classes, postsecondary institutions aren't responding fast enough to meet their needs Edited volume of 14 chapters Only one is based on empirical research Most are speculation or anecdotal observations

unprecendented levels of skills with information technology;

take technology for granted

want more of it in their classes,

postsecondary institutions aren't responding fast enough to meet their needs

Edited volume of 14 chapters

Only one is based on empirical research

Most are speculation or anecdotal observations

The Literature Authors Comments Oblinger & Oblinger (2005). Educating the Net Generation Strongest chapter (Kvavik) actually contradicts main themes of the book have basic office suite skills, can use email, Internet with ease but "moving beyond basic activities is problematic ” Howe & Strauss (2000). Millenials Rising focus on teamwork, achievement, modesty, and good conduct Based on two surveys: 200 school teachers, 660 students in Fairfax county, VA.

Strongest chapter (Kvavik) actually contradicts main themes of the book

have basic office suite skills, can use email, Internet with ease but "moving beyond basic activities is problematic ”

focus on teamwork, achievement, modesty, and good conduct

Based on two surveys: 200 school teachers, 660 students in Fairfax county, VA.

The Literature Authors Comments Tapscott (1998) . Growing Up Digital: The Rise of the Net Generation Force for social transformation Access to interactive, digital technologies is creating a generation of critical thinkers Based on discussions with 300 children Balanced for gender, geography socio-economic status Representative? Members of an online discussion group Prensky (2001). Digital Natives, Digital Immigrants, Part 1 & 2 Use of technology is changing the physical structure of the brain Speculation

Force for social transformation

Access to interactive, digital technologies is creating a generation of critical thinkers

Based on discussions with 300 children

Balanced for gender, geography socio-economic status

Representative?

Members of an online discussion group

Use of technology is changing the physical structure of the brain

Speculation

The Literature Authors Comments Seely Brown (2000). Growing Up Digital Anecdotal observations of 15 yr. olds working in Xerox Lab Frand (2000). The information-age Mindset Speculation Turkle (1995). Life on The Screen: Identity in the Age of the Internet 1995

Anecdotal observations of 15 yr. olds working in Xerox Lab

Speculation

The Literature Bennett, S. , Maton, K. & Kervin, L. (2008). The `digital natives' debate: A critical review of the evidence. British Journal of Educational Technology 39 (5), 775-786 “ rather than being empirically and theoretically informed, the debate can be likened to an academic form of a `moral panic’”

Bennett, S. , Maton, K. & Kervin, L. (2008). The `digital natives' debate: A critical review of the evidence. British Journal of Educational Technology 39 (5), 775-786

“ rather than being empirically and theoretically informed, the debate can be likened to an academic form of a `moral panic’”

Contradictory Evidence Ipsos-Reid Survey – Canada – November 2007, 2,313 Internet users Results belies a common belief that young people are most at ease in cyberspace, with the study suggesting that not only do teens spend less time than their elders online; they are also more conservative in their use of the technology.

Ipsos-Reid Survey – Canada – November 2007, 2,313 Internet users

Results belies a common belief that young people are most at ease in cyberspace, with the study suggesting that not only do teens spend less time than their elders online; they are also more conservative in their use of the technology.

Contradictory Evidence Australian research – survey of 2588 students at three universities (University of Melbourne, University of Wollongong, and Charles Sturt University) – 2006 Use of collaborative, Web 2.0 technologies low. “ To accept the claims of some of the commentators on the changes needed in universities to cater for this generation of students without undertaking further research is likely to be a substantial mistake. “

Australian research – survey of 2588 students at three universities (University of Melbourne, University of Wollongong, and Charles Sturt University) – 2006

Use of collaborative, Web 2.0 technologies low.

“ To accept the claims of some of the commentators on the changes needed in universities to cater for this generation of students without undertaking further research is likely to be a substantial mistake. “

Contradictory Evidence University of Guelph – survey of 19,316 students, 2706 respondents (14% ) Students reluctant to mix personal and academic use of computers Students may not use technology the way we expect them to Use of online social networks for academic use is low Rather than trying to find ways to use technologies, should determine what students need and based decisions on those needs

University of Guelph – survey of 19,316 students, 2706 respondents (14% )

Students reluctant to mix personal and academic use of computers

Students may not use technology the way we expect them to

Use of online social networks for academic use is low

Rather than trying to find ways to use technologies, should determine what students need and based decisions on those needs

Contradictory Evidence Bennett, S. , Maton, K. & Kervin, L. (2008). The `digital natives' debate: A critical review of the evidence. British Journal of Educational Technology 39 (5), 775-786. “ It is apparent that there is scant evidence to support this idea, and that emerging research challenges notions of a homogeneous generation with technical expertise and a distinctive learning style. Instead it suggests variations within this population, which may be more significant to educators than similarities” (p. 780)

Bennett, S. , Maton, K. & Kervin, L. (2008). The `digital natives' debate: A critical review of the evidence. British Journal of Educational Technology 39 (5), 775-786.

“ It is apparent that there is scant evidence to support this idea, and that emerging research challenges notions of a homogeneous generation with technical expertise and a distinctive learning style. Instead it suggests variations within this population, which may be more significant to educators than similarities” (p. 780)

Methodology Student focus group interviews Interview transcripts and interview notes Use descriptions of millennials to analyze interview transcripts Generate themes Distilling themes

Student focus group interviews

Interview transcripts and interview notes

Use descriptions of millennials to analyze interview transcripts

Generate themes

Distilling themes

Findings Guiding question What do BCIT students and faculty need from technology? Do BCIT students fit the “millenial” profile? What should an e-learning strategy look like at BCIT?

Guiding question

What do BCIT students and faculty need from technology?

Do BCIT students fit the “millenial” profile?

What should an e-learning strategy look like at BCIT?

Findings Limited Toolkit Familiarity Cost Immediacy

Limited Toolkit

Familiarity

Cost

Immediacy

Findings Context Sensitivity Not a deep knowledge of technology but have a good understanding of what it can and cannot do for them Use of e-mail Relationship of technology needs to the nature of the program Physical, environmental needs more significant than technology needs

Context Sensitivity

Not a deep knowledge of technology but have a good understanding of what it can and cannot do for them

Use of e-mail

Relationship of technology needs to the nature of the program

Physical, environmental needs more significant than technology needs

Implications Digital but not millennial Communication preferences/technology use not age or generation-related Selection of tools Institutional infrastructure valued But students usually chose not to use institutionally-provided software Open Access

Digital but not millennial

Communication preferences/technology use not age or generation-related

Selection of tools

Institutional infrastructure valued

But students usually chose not to use institutionally-provided software

Open Access