Incoming! Who will be on campus this year?

INCOMING! Who will be on campus this year? Megan Poore

Statistics and expectations
ICT proficiency and literacy
Implications
Learning needs
The Net Generation
COVERAGE

SOME STATS: Incoming students Access University of Melbourne (2006) Mobile 93% Desktop 90% Broadband 73%

Computer use University of Melbourne (2006) SOME STATS: Incoming students Emailing 94% Creating documents 88% Info searching 83%

University of Melbourne (2006) Main activities on computers ‘ Overwhelmingly positive’ SOME STATS: Incoming students Study 94% Info Searching 93% Course admin 84% SMS 84% IM 75%

University of Melbourne (2006) STUDENT EXPECTATIONS
International students use more tech
Engineering students more likely to use tech than Arts students
Reasons for use: convenience and control – not learning

JISC (2007)
Preference for using technology
Ubiquitous internet is normal
Cautious about publishing their work for public scrutiny
Tech is not an end in itself
Face-to-face is seen as core
STUDENT EXPECTATIONS

JISC (2007)
Uncertain about how to map current learning experience onto uni study
Cannot see how ICT and learning can work together outside of school
STUDENT EXPECTATIONS

Are personalised
Are visual
Have links to the community
Are rigorous
Use individualised feedback
INFORMAL LEARNING ENVIRONMENTS Pletka (2007)

Working with info
Creating and sharing info
Using ICT responsibly
MCEETYA (2007) ICT PROFICIENCY

‘ Challenging but reasonable ’ expectation
Year 6: 49%
Year 10: 61%

Patterns:
Low socio-economic bkgnd
Indigeneity
Remote locality
Gender not an issue

Findings
Communication is a frequent use
BUT
Less use of applications for creating , analysing , transforming information

Skills gap between using media to create and how to create meaningful content
CRITICAL CHALLENGE Horizon Report, EDUCAUSE (2007: 4-5)

Facility does not mean ICT literacy
Need to be careful about assumptions we make
IMPLICATIONS MCEETYA (2007)

Competent or just confident ?
How to find the right info, then assess, validate, interpret, analyse, synthesise, critique, evaluate, put in context
The need to apply problem-solving and critical thinking skills
Oblinger and Hawkins (2006) IMPLICATIONS

Renewed emphasis on collaborative learning
Growing expectations for higher ed to deliver services , content and media to mobile and personal devices
Horizon Report, EDUCAUSE (2007: 4-5) IMPLICATIONS

You need to be ICT literate, too.
IMPLICATIONS

What’s important will not change: good pedagogy is good pedagogy
Content: Shift away from rote learning and memorisation to creation of understanding and meaning
IMPLICATIONS

Need to build ICT literacy through “ systematic teaching rather than incidental use ”
More personalised assessment
LEARNING NEEDS MCEETYA (2007)

Dynamic
Experiential
Learning by doing
Problem-solving
Pletka (2007) LEARNING NEEDS

Want to engage and be engaged
Learn through doing
Veen and Vrakking (2006) LEARNING NEEDS

I am no longer the sole repository of information
BUT
I have to teach them how to
YOUR NEW MINDSET
Assess
Critique
Validate
Analyse
Interpret
Synthesise
Evaluate
Research

Also called ‘millennials’, ‘Digital Natives’
In the UK, 1 in 3 children aged between 5 and 9 owns a mobile phone
Average age of first phone ownership is 8
Vision (2005: 11) THE NET GENERATION

Parallel process and multi-task
Have ‘ hypertext minds’
Have always had Web 2.0 at home
Have little patience for step-by-step logic (or reasoning?)
Prensky (2001) THE NET GENERATION

Information-rich
Non-linear and associative
Multi-media, visual and graphical
Immediate/instantaneous
Immersive and abundant
Relevant and meaningful
INFORMATION FOR THE NET GEN Pletka (2007)

Community-oriented and team-based
Collaborative , co-operative, participatory
Communication-rich
Interactive and dialogical
Customised , personalised, individualised
COMMUNITY, CHOICE COLLABORATION Pletka (2007)

Are active processors of information
Filter info all the time
Are used to getting info immediately
Are used to controlling info flows
CHARACTERISTICS Veen and Vrakking (2006)

Get bored if the information flow is poor or too slow
Use non-linear resources
Do not complain of information overload!
Veen and Vrakking (2006) CHARACTERISTICS

Absorb discontinuous information and make meaning of it
Cope with complexity
Increase or decrease their attention levels , depending on need
COMPLEXITY Veen and Vrakking (2006)

Can work with sub-optimal knowledge
Make sense of bits
Accept uncertainty
Veen and Vrakking (2006) COMPLEXITY

Are effective communicators
Prefer communicating through images
Use their networks
Are used to controlling communication
Are collaborative
COMMUNICATION Veen and Vrakking (2006)

‘ Net Gen’ communication is
Multimodal
Interactive
Creative and interpretive
Comes easily to them
Johnson (2006: 73) COMMUNICATION

Trust
Openness
Access
VALUES Veen and Vrakking (2006: 47)

Speak with an ‘ accent ’ – or a different language entirely!
Misunderstand the new ways in which the Neg Gen learns
Prensky (2001) ‘ DIGITAL IMMIGRANTS’

We work in a linear fashion
We read the instructions first before using
We are used to working alone
We believe in doing things 'right '
We believe in doing things one thing at a time
Veen and Vrakking (2006: 32 ) ‘ DIGITAL IMMIGRANTS’

Students are feeling as though they are ‘ powering down ’ when they enter the school gates
Vision (2005: 4) NET GENERATION AT SCHOOL

Source: http://www.businessweek.com/magazine/content/07_24/b4038405.htm

Lecture-based
Isolating
Segmented
Uniform
Responsive-deficient
Didactic
Irrelevant
INDUSTRIAL-AGE LEARNING Pletka (2007)

EDUCAUSE. 2007. The Horizon Report . New Media Consortium and the EDUCAUSE Learning Initiative. http://www.educause.edu/ir/library/pdf/CSD4781.pdf. Accessed 10 October 2007 . JISC. 2007. Student expectations study: Findings from preliminary research. (Joint Information Systems Committee) http://www.jisc.ac.uk/publications/publications/studentexpectationsbp.aspx . Accessed 12 February 2008. Johnson, Larry. 2006. The sea change before us. EDUCAUSE Review , March/April 2006: 72-3. http://www.educause.edu/ir/library/pdf/erm0628.pdf . Accessed 10 October 2007 MCEETYA. 2007. Information and Communication Technologies Literacy Years 6 and 10 Report 2005. http://www.mceetya.edu.au/verve/_resources/NAP_ICTL_2005_Years_6_and_10_Report.pdf. Accessed 12 February 2008 . Accessed 12 February 2008. Oblinger, Diane G. and Brian L. Hawkins. 2006. The myth about student competency. EDUCAUSE Review , March/April 2006: 12-3. http://www.educause.edu/ir/library/pdf/erm0627.pdf. Accessed 10 October 2007 . Accessed 12 February 2008. REFERENCES

Pletka, Bob. 2007. Educating the Net Generation. How to engage students in the 21 st century. Santa Monica Press. Prensky, Marc. 2001. Digital Natives, Digital Immigrants. On the Horizon , 9 (5): 1-6. University of Melbourne. 2006. First year students’ experiences with technology: Are they really Digital Natives? http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf. Accessed 12 February 2008 . Veen, Wim, and Ben Vrakking. 2006. Homo Zappiens. Growing up in a digital age. London: Network Continuum. Vision. 2005. The future of mobile technology: learning ‘on the run’? Vision 1: 11-3. http://www.futurelab.org.uk/resources/documents/vision/VISION_01.pdf . Accessed 10 October 2007. REFERENCES

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Incoming! Who will be on campus this year?

by Megan Poore on Mar 28, 2008

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Incoming! Who will be on campus this year? — Presentation Transcript