Learning with ‘ e ’s Defining technology supported e-learning within a knowledge economy Steve Wheeler University of Plymouth, UK

Knowledge e conomy Knowledge as a commodity ‘ Know how’ more valuable than other economic resources Learning important for economic success Flexible, up-to-date and accessible learning vital

Knowledge as a commodity

‘ Know how’ more valuable than other economic resources

Learning important for economic success

Flexible, up-to-date and accessible learning vital

Par @ digm shift? From transmission to participation From ‘just in case’ to ‘just in time’ From ‘just in time’ to ‘just for me’ From one size fits all to personalisation

From transmission to participation

From ‘just in case’ to ‘just in time’

From ‘just in time’ to ‘just for me’

From one size fits all to personalisation

From formal to informal From structure to chaos From ‘sticky’ webs to open architecture Less d e fined shifts…

From formal to informal

From structure to chaos

From ‘sticky’ webs to open architecture

Electronic? Extended? Enhanced? Everywhere? Expensive? Edutainment… e -Learning

Electronic?

Extended?

Enhanced?

Everywhere?

Expensive?

Edutainment…

The mobile g e neration Should we translate traditional learning environments into digital format, or should there be a complete reworking of our ideas about education and training?

Should we translate traditional learning environments into digital format, or should there be a complete reworking of our ideas about education and training?

Digit @ l Shift By the time they reach 21 most young people in the UK will have: Sent over 200,000 text messages Played 10,000 hours of videogames Watched over 20,000 hours of TV Talked 10,000 hours on mobile phones Seen over 500,000 TV adverts Spent less than 5,000 hours reading Source: Prensky, 2001: The above figures are already well out of date!

By the time they reach 21 most young people in the UK will have:

Sent over 200,000 text messages

Played 10,000 hours of videogames

Watched over 20,000 hours of TV

Talked 10,000 hours on mobile phones

Seen over 500,000 TV adverts

Spent less than 5,000 hours reading

Txt Example A N E WAY 2 GET THE COOLSTUFF AT THE SIDE GO 2 FORMAT AND THEN STATIONARY THERES LOADS OF WICKED 1S YES I DID NO ‘BOUT ANDYS DAD TEACHIN U………………HM. 33333 { 0 0 } 2 _ _ _ _

Txt Example B JASON : Urite its Jason from the comon.How r u? Wot u bin up 2 2day? Tb luv Jason MANA : Oh,hi!Im great thanx,u?Not alot,my day was ok,nothing special.how was urs? REPLY : Yeah same.was ok.what did u get up 2 after da party?where did u go? MANA: erm went sumwhere else 2 meet sum of my friends but we wer rele late so they had gone so then we jus went back 2 my mates house n stayed there.u? REPLY : Went 2 a pub 4 a bit…lol

Txt Example C My smmrhols wr CWOT, B4, we usd 2go2 NY 2C my bro, his GF & 3:- @ kds FTF, ILNY, it’s a gr8 plc. Bt my Ps wr so (:-/ BC o 9/11 tht they dcdd 2 stay in SCO & spnd 2 wkd up N. Up N, WUCIWUG – 0. I ws vvv brd in Mon. 0 bt baas & ^^^^^^. AAR8, my Ps wr  - they sd ICBW, & tht they wr ha-p 4 the pc&qt…IDTS!! I wntd 2 go hm ASAP, 2C my m8s again. 2day, I cam bk 2 skool. I feel v O  BC I hv dn all my hm wrk. Now it’s BAU

Analogues Progression of the Digital Age Increasing Proficiency

Analogues Digital Immigrants Progression of the Digital Age Increasing Proficiency

Analogues Digital Immigrants Digital Natives Progression of the Digital Age Increasing Proficiency Source: Prensky, (2001)

Are we ready for the next generation of learners?

Social networking Digital tribes Mixing, repurposing and mashup The web as a conversation The role of the teacher? Informal webs Rhizomatic learning e -Learning 2.0?

Social networking

Digital tribes

Mixing, repurposing and mashup

The web as a conversation

The role of the teacher?

Informal webs

Rhizomatic learning

W: www2.plymouth.ac.uk/distancelearning E: swheeler@plymouth.ac.uk B: http://steve-wheeler.blogspot.com Any Qu e stions?

W: www2.plymouth.ac.uk/distancelearning

E: swheeler@plymouth.ac.uk

B: http://steve-wheeler.blogspot.com