How do students behave when in our learning environment? How do we need to react?
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How do students behave when in our learning environment? How do we need to react?

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Workshop for the Changing the Learning Landscape event http://www.lfhe.ac.uk/en/programmes-events/your-university/cll/index.cfm

Workshop for the Changing the Learning Landscape event http://www.lfhe.ac.uk/en/programmes-events/your-university/cll/index.cfm

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  • TALL intro + Lawrie
  • Context MOOC? ‘ University Setting’? – Credibility? Google – so favourite that it’s become normalised? – Google it!
  • Mention the tension between this and ‘learning’
  • Social media isn’t there favourite technology. VLE = not social Facebook
  • Social media isn’t there favourite technology. VLE = not social Facebook
  • Mention the tension between this and ‘learning’
  • Mention the tension between this and ‘learning’
  • Mention the tension between this and ‘learning’
  • Identity and practice come together. Legitimate participant in the field. Etc. Is this a University Context.
  • Wrt Value
  • Social media = presence i.e. the ‘Social’ in social media. Not all presence ‘visible’ (with audience) Facebook = much of it private. Finding people as well as info – finding people as a source of info.
  • Identity and practice come together. Legitimate participant in the field. Etc. Is this a University Context.
  • Mention the tension between this and ‘learning’
  • Mention the tension between this and ‘learning’
  • Mention the tension between this and ‘learning’
  • Mention the tension between this and ‘learning’
  • Mention the tension between this and ‘learning’
  • Identity and practice come together. Legitimate participant in the field. Etc. Is this a University Context.
  • Mention the tension between this and ‘learning’
  • Mention the tension between this and ‘learning’
  • Needs updating

How do students behave when in our learning environment? How do we need to react? How do students behave when in our learning environment? How do we need to react? Presentation Transcript

  • DEPARTMENT FOR CONTINUING EDUCATION TECHNOLOGY-ASSISTED LIFELONG LEARNING How do students behave when in our learning environment? How do we need to react? David White @daveowhite University of Oxford20th February 2013
  • ‘I just type itinto Googleand see whatcomes up.’UKS2
  • University View slide
  • LearnerOwnedLiteracies View slide
  • Convenience, Connection, Authority, Relevance Distractionease of use, sharing with legitimacyaccessibility others Create ReliabilitySearching Collaborate Speed Fun, Quantity enjoyment
  • http://www.flickr.com/photos/midorisyu/752223850/sizes/o/in/ph The power of convenience
  • ‘Perfect thing, I think it wouldbe that all the useful,accurate, reliable informationwould like glow a differentcolour or something so I couldtell without wasting my timegoing through all of them’ UKS2
  • Free Wifi
  • Mark Stubbs: MMU student survey 2011 http://goo.gl/i1XiO
  • Credibility
  • ‘The majority of students to whom wespoke indicated that simple curationand recommendation of digitalresources from across the web in theirinstitutional VLE was an important,trusted source of information and a keystarting point for their research.’Open Educational Resources: The value of reuse in higher education. July 2011
  • Most of these systems recreate thebureaucracies of education withoutcapturing the joy and rigor. At theirworst, learning management systemsturn students into columns in aspreadsheet, taking all thats ineffableabout learning and making it grosslymanifest.Online Learning: A User’s Guide to Forking Education -http://www.hybridpedagogy.com/Journal/files/Forking_Education.html Jan 2013
  • There is a general consensus that thefocus of IL (information literacy) shouldnot be restricted to merely learningtechnological skills orfollowing a check-list approach. Instead,the focus has shifted to cultivating higher-order critical thinking skills, including theability to engage with information in acollaborative environment and throughdifferent media.Kyung-Sun, K. Sei-Ching, J S. EunYoung, Y. Undergraduates Use of Social Media asInformation Sources, College & Research Libraries (Pre-Press Publication date July 2014)
  • Visitor Resident Video - http://is.gd/vandrvideo Project - http://is.gd/vandrproject Paper - http://is.gd/vandrpaper
  • Visitor
  • Resident
  • Presence
  • Different Social Media Platforms Used as Information Sources (N = 833) Rank Platform of Social Media Percent of Users 1 Wikipedia 98.6% 2 Social Networking Sites (e.g., Facebook) 95.7% 3 User Reviews (e.g., reviews in Amazon.com) 72.1% 4 Video Sharing Sites (e.g., YouTube) 69.5% 5 Social Q&A Sites (e.g., Yahoo!Answers) 49.8% 6 Blogs 32% 7 Microblogs (e.g., Twitter) 25%Kyung-Sun, K. Sei-Ching, J S. EunYoung, Y. Undergraduates Use of Social Media as Information Sources, College & Research Libraries (Pre-Press Publication date July 2014)
  • Activity 1 – Mapping your personal engagement with the web daveowhite@gmail.com
  • Activity 2 – Mapping the predominant modes of engagementof the students, faculty and/or staff using your services. daveowhite@gmail.com
  • Becoming academically Resident
  • …the Facebook group isextremely active also, if notfor just complaining about anassignment or trying to find aparticular reading, but alsosharing current news articleswith each other. UKG2
  • People are now more willing to placepersonal information into publicdomains, such as on the internet, andattitudes towards privacy are changing,especially among younger people.These changes are blurring theboundaries between social and workidentities.Future Identities – Changing identities in the UK: the next 10 years. Jan 2012.http://goo.gl/RVHWP
  • Activity 3 - Discussion around the challenges and value ofincorporating more Resident modes of engagement intoinstitutional services and practice.
  • Thanks David White - @daveowhite david.white@conted.ox.ac.uk
  • Visitors and Residents project teamA partnership between:University of Oxford, OCLC, University of North Carolina CharlotteLynn Silipigni Connaway, Ph.D. Alison LeCornu, Ph. D.Senior Research Scientist, OCLC Academic Lead (Flexible Learning), The Higher Education AcademyDonna Lanclos, Ph. D. Erin HoodAssociate Professor for Anthropological Research, Research Support Specialist, OCLCUniversity of North Carolina, CharlotteDavid WhiteCo-manager, Technology Assisted LifelongLearning, University of Oxford
  • Picture creditsEmpty lecture theatrehttp://www.flickr.com/photos/shaylor/13945881Wifi router:www.flickr.com/photos/fotero/1414451193/Map:www.flickr.com/photos/kozumel/4625046441/Vending machineswww.flickr.com/photos/midorisyu/752223850Citywww.flickr.com/photos/stuckincustoms/3506557840/Toolboxwww.flickr.com/photos/terry/6156784804Oxford Universitywww.flickr.com/photos/catzrule/4982768828/Drinkswww.flickr.com/photos/sunshine6/339605220/