The great learning experience project


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The Great Learning Experience Project: An attempt to understand learning from the views of the Millennial learners, a work-in-progress project by Mavic Pineda, Lennarth Bernhardsson and Maria Spante as proposed by Lars Svenson.

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  • The students themselves become producers of knowledge as technologies become ambient.
  • Source: Dieterle 2006
  • First -- How do they learn? How do they use technology to learn? What experience makes them think, tinker and tick? What learning experience is effective and affective to them? This study hopes to understand the answers to these questions, and be able to design and develop the future of learning activities. Second-- This study believes that the video is a very transparent tool that encourages authenticity of material. Millennial learners are individuals who are accustomed and not indifferent in facing the camera. So the video expression of the students is a short story telling their effective and affective learning experience.
  • As posited by Bandura’s social learning theories, after these experiences, the learner derives or creates a new form of performing behavior and later use the information from such experience as a “guide for action”. [7] The reuse of the knowledge and experience were also displayed by the student expressions. Elements of social development such as social interaction and performing with the guidance or insights from the experts or more knowledgeable person were also exposed. [8] In addition students were more independent on their learning interests, preferences and even in the selection of understanding modality
  • The millennial learners, if were made to understand and reflect on the purpose of what they will do like in this video experiment, the outcome proves that learning is contextual as much as more personal to them rather than social. The contextual and personal learning is enhanced by the self-service learning skills that are second nature to these individuals.
  • So future learning designers may consider enhancing personal technology skills and competencies, create more knowledge and content generation activities and utilize different forms of storytelling as a strategy to engage our millennial learners. Fourth, the Filipino video outputs exhibited more diverse learning styles. The Filipino students exhibited great appreciation of community engagement, work incubation in the industry, and varied exposure trips. The students are likewise keen to inquiry and find demonstration and imitation techniques effective. In general, the students are self-regulated, have great degree of personal drive to learn, use the technology as tools to support such drive and they find both formal and informal interactions as equally important.
  • The great learning experience project

    1. 1. The Great Learning Experience Project: An attempt to understand learning from the views of the Millennial learners Maria Victoria Pineda De La Salle University, Manila, Philippines Email: [email_address] Lennarth Bernhardsson University West, Trollhattan, Sweden Email: [email_address] DLSU Science and Technology Congress 2012 16 February 2012 Yuchengco Hall
    2. 2. BACKGROUND – BEC OF EMERGING TECHNOLOGIES <ul><li>There are limitless ways of producing knowledge. (Attwell, 2007) </li></ul><ul><li>And learning becomes multi-episodic, taking place in concurrence, in multiplicities, different facets, transforming and expanding. </li></ul>
    3. 3. WHO ARE OUR STUDENTS? Born after 1985 High degree of media exposure since age 0 Ownership of a game console, music player or mobile phone at age 8 “ Millennial learners” Grew up with computers or web connectivity Social media is the new form of expression Content creator Self-service learning skill Neomillennial learners - Dieterle, Dede, & Schrier, (2008)
    4. 4. <ul><li>First, to explore what drives the educational practices of these millennial learners. </li></ul><ul><li>Second, to focus on the learning content experience rather than the student profile or background. </li></ul><ul><li>Third, to scrutinize the experiences coming from two sets of undergraduate students, both with perpetual access to technology </li></ul>OBJECTIVES
    5. 5. METHODOLOGY - PLAN <ul><li>Gather videos for six months - Jun – Dec </li></ul><ul><li>Students create a two-minute videos with annotations </li></ul><ul><li>Use Creative Commons license </li></ul><ul><li>Use a blog as a hub of submissions </li></ul><ul><li>Submissions from University West and De La Salle University </li></ul>
    6. 6. METHODOLOGY – BUILDING THE VIDEO <ul><li>Orientation of the expectations of the activity </li></ul><ul><li>Model – the VOST2011 Project of KSU </li></ul><ul><li>Explanation – why a two minute video </li></ul><ul><li>Explanation – why use Creative Commons license </li></ul><ul><li>Annotation of the work </li></ul><ul><li>Submission </li></ul>Social computing class of DLSU cited in Mediated Cultures
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    9. 10. INITIAL FINDINGS Learning by doing Learning by practice Learning by Youtube learning through interactions and exposures outside the classroom; learning from discovery and solving problems; peer learning and coaching; learning by reflecting and observing; learning from mistakes; and learning from failing <ul><li>Students were more independent on their learning interests, preferences and even in the selection of understanding modality </li></ul>
    10. 11. INITIAL FINDINGS <ul><li>First, the effective and affective experiences are derived from her personal learning experience. </li></ul><ul><li>Second, the millennial learner is self-directed; is able to define her learning priorities or preferences. </li></ul>
    11. 12. INITIAL FINDINGS <ul><li>Third, a collective observation in the experiment exhibits the millennial learner as an excellent content and knowledge producer. </li></ul><ul><ul><li>The ML is also akin of story-telling or story narratives. This has been observed in both cohorts of students. </li></ul></ul><ul><li>Fourth, the Filipino video outputs exhibited more diverse learning styles. </li></ul>
    12. 13. NEXT STEPS <ul><li>More descriptive ways of tagging or annotating the videos </li></ul><ul><li>Individual researchers’ video content analysis </li></ul><ul><li>Consolidation and synthesis of analysis </li></ul>
    13. 14. FINAL WORDS <ul><li>If the millennial learner is able to set her learning priorities, decide on what learning experience she must undergo and consciously decide what, when and how to learn — our present standardized educational methods of linearity and conformity may not be effective anymore. </li></ul>
    14. 15. Tack si Mycket! Maraming salamat!
    15. 16. REFERENCES <ul><li>E. Dieterle, C. Dede, & K. Schrier. “Neomillennial” learning styles propagated by wireless handheld devices. In M. Lytras & A. Naeve (Eds.), Ubiquitous and pervasive knowledge and learning management: Semantics, social networking and new media to their full potential. Hershey, PA: Idea Group, Inc. (2008 ). Retrieved from </li></ul><ul><li>F. Ahlefeldt-Laurvig (2008). Photostream, Flickr Yahoo. Retrieved from </li></ul><ul><li>G. Atwell. The personal learning environments- the future of e-Learning? eLearning Papers vol. 2 no. 1 ISSN 1887-1542. (2007 ). </li></ul><ul><li>J. Vassileva, J. Towards social learning environments. IEEE Transactions on learning technologies. Vol. 1 no. 4, October-December 2008 Issue. (2008). </li></ul><ul><li>K. Robinson, K. “Bring on the revolution” , a TED Blog presentation. Available: ken_robinson_bring_on_the_revolution.html (2010) </li></ul><ul><li>M. Wesch. Video call submissions posted #VOST2011 , digital Ethnography (2011). Retrieved from </li></ul>