Navigating 21st Century Education - DEHub11

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Presentation from DEHub Summit 2011.

Presentation from DEHub Summit 2011.

More in: Education , Technology
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  • Presentation that was scheduled for DEHub Summit 2011 but cancelled due to illness. More text has been added to slides to make sense without the narrative - apologies for the somewhat text-heavy result.
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Transcript

  • 1. @sthcrftNavigating 21st Century Education:Attitudes and perceptions from the other side of the digital divide
  • 2. tech integration student-generated social media digital divide digital native 21st century education
  • 3. Age: 40Star sign: LeoLikes: Drinking tea,reading newspapers andnot ever going online Is there really any value in building learning to suit perceived preferences?Age: 19Star sign: AquariusLikes: Xbox and spending 27hours a day on Facebook ortexting
  • 4. Average UNE student:Studies via distance (80%) 38 years old 85% use Facebook regularly 30% use wikis and GoogleDocs 10% are gamers (MMOs/social online) 85% rate their computer competence as average or better ...tell them it’s not worth exploring connectivity and social content.
  • 5. Why blogs? ‣ About as challenging as buying a DVD online ‣ Easily scalable, easy admin ‣ No $$ ‣ Ticksthe interactive/ collaborative box without redesigning assessment
  • 6. I’neve m using r r un so Tech issues? IE6 and ftware I never read Go u pdates instr uctions og le? Go W og hat le? ’s
  • 7. MUSI357 ‣ Replacedbulky paper/PDF process diaries (35%) ‣ Handles rich media better than paper (!) ‣ Syndication = easy marking & admin ‣ Big improvement on assessment process
  • 8. LING353/453/466• Replaced existing ‘discussion’ assessment (5%)• Handles rich media better than LMS• Outside ‘walled garden’• Needed more scaffolding
  • 9. Ilw oved w ith rea or king l-wor ld The upside I learned so My media much from lea mu rni other students str ch ng eam mo was line re d
  • 10. The downsideI’m alle rgic to I have time tech nology management W hat issues do I say ?
  • 11. The free-response items showed that again, positive qualities of the project were largely qualitative andrelated to the learning process, quality of learning and engagement, while negative responses referred totime management and technical issues, and concerns regarding the content of their own posts.The correlation between these responses and those from the initial survey indicate that most of thenegative aspects are more superficial concerns that may be addressed with scaffolding and learningdesign in subsequent units. The positive responses – both the initial perceived benefits and the resultingattitudes in the final survey - indicate that the initial goal of increasing the quality of online instruction Weigh upwas achieved, and support the idea that so-called ‘digital immigrants’ can indeed benefit from theinclusion of online tools generally touted as beneficial for ‘digital natives’.The free-response items showed that again, positive qualities of the project were largely qualitative and what yourelated to the learning process, quality of learning and engagement, while negative responses referred totime management and technical issues, and concerns regarding the content of their own posts.The correlation between these responses and those from the initial survey indicate that most of the lose vs whatnegative aspects are more superficial concerns that may be addressed with scaffolding and learningdesign in subsequent units. The positive responses – both the initial perceived benefits and the resulting you gainattitudes in the final survey - indicate that the initial goal of increasing the quality of online instructionwas achieved, and support the idea that so-called ‘digital immigrants’ can indeed benefit from theinclusion of online tools generally touted as beneficial for ‘digital natives’.The free-response items showed that again, positive qualities of the project were largely qualitative andrelated to the learning process, quality of learning and engagement, while negative responses referred totime management and technical issues, and concerns regarding the content of their own posts.The correlation between these responses and those from the initial survey indicate that most of thenegative aspects are more superficial concerns that may be addressed with scaffolding and learningdesign in subsequent units. The positive responses – both the initial perceived benefits and the resultingattitudes in the final survey - indicate that the initial goal of increasing the quality of online instructionwas achieved, and support the idea that so-called ‘digital immigrants’ can indeed benefit from theinclusion of online tools generally touted as beneficial for ‘digital natives’.
  • 12. One last thing: Collaborative tools do not automatically make a learning community -How do we make the jump into connectivity design?