Net Gen Life And Learning

NET GEN LIFE AND LEARNING Megan Poore

Statistics and expectations
ICT proficiency and literacy
Information behaviour
Social networking and gaming
Learning needs
Moral Panic and Digital Faith
Implications
COVERAGE

TECHNOLOGY TO WATCH Horizon Report (2007) Horizon Report(2008) 2007 2008 User-created content Grassroots video Social networking Collaboration webs Mobile phones Mobile broadband Virtual worlds Data mashups New scholarship and forms of publication Social operating systems Educational gaming Collective intelligence

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

SOME STATS: Incoming students Computer use University of Melbourne (2006) 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

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

Accessing info (identification, retrieval)
Managing info (organising, storing)
Evaluating info (integrity, relevance, usefulness)
MCEETYA (2007) ICT LITERACY: KEY PROCESSES

New understandings (creating knowledge, authoring)
Communicating with others (sharing; creating products)
Using ICT appropriately (critical, reflective, strategy, ethics and legals)
MCEETYA (2007) ICT LITERACY: KEY PROCESSES

‘ Challenging but reasonable ’ expectation
Year 6: 49%
Year 10: 61%
ICT PROFICIENCY MCEETYA (2007)

Patterns:
Low socio-economic bkgnd
Indigeneity
Remote locality
Gender not an issue
ICT PROFICIENCY MCEETYA (2007)

Findings
Communication is a frequent use
BUT
Less use of applications for creating , analysing , transforming information
MCEETYA (2007) ICT PROFICIENCY

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

Fit between search engines and student lifestyles is ‘almost perfect’
Spend little time evaluating for accuracy, relevance, authority (but this is also pre-web)
INFORMATION BEHAVIOUR CIBER(2008)

No evidence that information literacy is worse than before
Not expert searchers – Youngsters have always had trouble evaluating info
Behaviour is now more public
CIBER(2008) INFORMATION BEHAVIOUR

Increase in full-phrase searching
Satisfied with basic forms of searching
Good parallel processing skills, but sequential for reading?

Fit between search engines and student lifestyles is ‘almost perfect’

Young people are concerned about the ‘unmanageable scale’ of the Web.
They find it difficult to prioritse and evaluate search results.
Green and Hannon (2007: 63) INFORMATION BEHAVIOUR

Spend little time evaluating for accuracy, relevance, authority (but this is also pre-web)
CIBER (2008) INFORMATION BEHAVIOUR

No evidence that information literacy is worse than before
Not expert searchers – Youngsters have always had trouble evaluating info
Behaviour is now more public
CIBER (2008) INFORMATION BEHAVIOUR

Older users are catching up fast
All have increasing intolerance for information delay
More people are ‘powerbrowsing’
INFORMATION BEHAVIOUR: ALL CIBER (2008)

Individual and personality backgrounds more important than generation
Looking for ‘the answer’ rather than particular format
Lots of pre-publishing (blogs, wikis, websites)
CIBER (2008) INFORMATION BEHAVIOUR: ALL

Older users are catching up fast
All have increasing intolerance for information delay
More people are ‘powerbrowsing’
CIBER (2008) INFORMATION BEHAVIOUR: ALL

Age is important re engagement re ICTs BUT
Attitude and character key to connection (not age, health, income)
OLDER PEOPLE AND ICTs OFCOM (2006 )

Tailoring the learning environment is essential to engaging older people
OFCOM (2006 ) OLDER PEOPLE AND ICTs

Current users: absorbers; self-starters
Non-users: rejecters; disengaged
Those not connected will become increasingly excluded
OFCOM (2006 ) OLDER PEOPLE AND ICTs

Social networking
Gaming
INFORMAL LEARNING

Facebook, My Space
60% of students talk about education topics online
50 % talk about schoolwork
SOCIAL NETWORKING NSBA ( 2007 )

Strengthens existing relationships
Facilitates recognisable social interactions
Is a forum for creativity and expression
Green and Hannon (2007) SOCIAL NETWORKING

Younger users are more likely to restrict access or withhold identifying information
Pew Internet Project 2007 (21-22 ) SOCIAL NETWORKING

Are hard
Are about experience, delayed gratification, exploration, teamwork, reward
Force you to decide, choose, prioritise (weigh evidence, analyse situations, consult long-term goals, decide)
GAMES ... Johnson (2006 [2005 ])

Probing as scientific method:
Probe the environment
Form hyothesis
Reprobe and check the effect
Rethink based on feedback
GAMING: PROBING Johnson (2006 [2005]: 45)

Means co-ordinating with your ultimate objectives
It’s about order and constructing proper hierarchies
Means long-term planning and present focus
GAMING: TELESCOPING Johnson (2006 [2005]: 54-55)

It’s not what you’re thinking, but the way you’re thinking that’s important.
GAMING Johnson (2006 [2005]: 13)

Need to be careful of assuming that entertainment improves us only when it carries a healthy message
Johnson (2006 [2005]: 13) GAMING

Everyone can succeed
You gotta play the odds
Learn from the team, not the coach
Kill bosses, trust strategy guides
Watch the map
Can’t see it? Ignore it?
Demand the right team
GAMERS: 7 HABITS Beck and Wade ( 2006 : xiv - xvii)

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

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

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

Must build on what we know is already working with the students
Need strategies that bridge formal and informal learning
KNOWLEDGE AND SKILLS Green and Hannon (2007: 17)

Informal learning:
Self-motivation
Ownership
Purpose
Peer-to-peer learning
Green and Hannon (2007: 17) KNOWLEDGE AND SKILLS

Need to move away from focusing on specific areas of knowledge
Focus instead on ‘soft skills’ of problem-solving, creativity, intelligence, initiative ...
Green and Hannon (2007: 22-24 ) KNOWLEDGE AND SKILLS

BUT ...
Students rank creativity as eighth most important skill for the future
Only 50% of parents say ‘classroom lessons’ are the most important method of learning for their child
Green and Hannon (2007: 27) KNOWLEDGE AND SKILLS

Need to look at existing practices, rather than trying to figure out how students should be learning from technology
Green and Hannon (2007: 25-26) KNOWLEDGE AND SKILLS

Is about access to knowledge, not PCs
It needs to be about relationships and networks: not hardware
THE NEW DIGITAL DIVIDE Green and Hannon (2007: 17, 59-60)

The internet is dangerous for children. (Children self-regulate all the time.)
Junk culture is poisoning young people. (Youth culture always challenges the orthodoxy.)
MYTHS: MORAL PANIC Green and Hannon (2007: 32, 34)

No learning happens online. (Broad range of skills and learning that gives confidence to succeed in other contexts. Children better identify beneficial computer games than can adults.)
Green and Hannon (2007: 35-36) MYTHS: MORAL PANIC

There is a plagiarism epidemic in schools. (This shouldn’t be conflated with new ways of accessing information. We need to teach higher-order skills.)
Green and Hannon (2007: 38) MYTHS: MORAL PANIC

Young people are disengaged and disconnected. (Students use ICTs to engage with cultural and political issues, get mentoring.)

This generation is one of passive consumers. (No. Media, gaming, networking communities mean large elements of production, creativity, communication.)

All gaming is good. (There are different orders of digital activity, and not all activities are equal.)
MYTHS: DIGITAL FAITH Green and Hannon (2007: 42)

All children are cyberkids. (Cannot assume that behaviours from a motivated group with high access is characteristic. There is a gap between ‘everyday communicators’ and ‘digital pioneers’.)
Green and Hannon (2007: 42-43) MYTHS: DIGITAL FAITH

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
Horizon Report, EDUCAUSE (2007: 4-5) IMPLICATIONS

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

You need to be ICT literate, too.
IMPLICATIONS

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Net Gen Life And Learning

by Megan Poore on Apr 28, 2008

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