Engaging Next Generation Learners


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Presentation From the VITTA Engaging Generation Now~ digital learning conference.

Melbourne Victoria November 30, 2010

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Engaging Next Generation Learners

  1. 1. Engaging Next Generation Learners brett mclennan
  2. 2. the twitch response The students we are teaching in our classrooms are changing and arguably the most profound changes are seen in the way students engage with the emergent language we loosely define as digital culture. This paper explores my notion of the "twitch response" in these learners and the effect this has on the manner in which educators need to engage and empower youth audiences; but more importantly the modality in which we become digital readers and transcend traditional concepts of the text.
  3. 3. Social  Media  Revolu.on  2  (Refresh)    —    Video h"p://www.youtube.com/watch?v=lFZ0z5Fm-­‐Ng&feature=player_embedded
  4. 4. what is the twitch response? firstly what is the twitch response? fast twitch fibres are responsible for the speed of muscular contraction, and a fast twitch response is the ability of a muscle to rapidly contract to a specific distance over a short period of time.
  5. 5. what is the twitch response? fast twitch fibres in muscles are established via training and adaptation to trigger like responses ie the wrist snap in racquet sports like tennis. activities that promote twitch augmentation are learned and can be harnessed by specific training.
  6. 6. what is the twitch response? the twitch response is commonly used in game-play and refers to how rapidly a player can respond to stimulus from within the game. think of this in how rapidly a game console sequence can be actioned to shoot or kill an opponent. while originally coined to describe trained rapid response in musculature the same concepts can be applied to net gen reading/ writing.
  7. 7. new gen readers we are dealing with a different reader. this generation demands/ expects: • dynamic immersive experiences • texts that enable them to be innovative and creative • immediate feedback – including opportunity for engagement and debate • some of the languages are unique to the medium.
  8. 8. BECTA Becta has published major new research into the use of Web 2.0 technologies, such as wikis, blogs and social networking, by children between the ages of 11-16, both in and out of the school environment. The reports found that young learners are prolific users of Web 2.0 technologies in their leisure time but that the use of Web 2.0 in the classroom was limited. However, schools and teachers who are innovating in this area have found benefits, such as:
  9. 9. BECTA Web 2.0 helps to encourage student engagement and increase participation – particularly among quieter pupils, who can use it to work collaboratively online, without the anxiety of having to raise questions in front of peers in class – or by enabling expression through less traditional media such as video.
  10. 10. BECTA Teachers have reported that the use of social networking technology can encourage online discussion amongst students outside school.
  11. 11. BECTA Web 2.0 can be available anytime, anywhere, which encourages some individuals to extend their learning through further investigation into topics that interest them.
  12. 12. BECTA Pupils feel a sense of ownership and engagement when they publish their work online and this can encourage attention to detail and an overall improved quality of work. Some teachers reported using publication of work to encourage peer assessment.
  13. 13. BECTA The research also found that over half of teachers surveyed believe that Web 2.0 resources should be used more often in the classroom. However, the majority of teachers questioned had never used Web 2.0 applications in lessons, despite being frequent users of technology in their personal and professional lives. Their main concerns involved a lack of time to familiarise themselves with the technology and worries about managing the use of the internet in class http://news.becta.org.uk/display.cfm?resID=38417&page=1658&catID=1633
  14. 14. groundswell so what is this new world of technology driving us toward? if we ascribe to the research of Josh Bernhoff and Charlene Li we are on the cusp of a user generated revolution
  15. 15. groundswell and social technographics charlene li and josh bernoff from forrester research have coined the term groundswell in their book of the same name snakes on a plane is a key example of groundswell a key part of groundswell is the development of the social technographic profile and the ladder of participation.
  16. 16. groundswell http://blogs.forrester.com/charleneli/2007/12/the-post-method.html
  17. 17. groundswell and social technographics a key element of the net gen is their engagement as social beings the net gen is arguably the most socially connected generation in history related to the social technographic ladder of li and bernoff is nina simon’s graphical representation of engagement time for web 2.0 activity
  18. 18. Nina Simon http://museumtwo.blogspot.com/2008/04/how-much-time-does-web-20-take.html
  19. 19. Media And Communications in Australian Families 2007, Australian Communications and Media Authority, 2007
  20. 20. Media And Communications in Australian Families 2007, Australian Communications and Media Authority, 2007
  21. 21. ConfronDng  the  Challenges  of  ParDcipatory  Culture ParDcipatory  culture  shiIs  the  focus  of  literacy  from  one  of  individual   expression  to  community  involvement.The  new  literacies  almost  all   involve  social  skills  developed  through  collaboraDon  and   networking.These  skills  build  on  the  foundaDon  of  tradiDonal  literacy,   research  skills,  technical  skills,  and  criDcal  analysis  skills  taught  in  the   classroom. The  new  skills  include:
  22. 22. New  GeneraDon  Skills • Play  —  the  capacity  to  experiment  with  one’s  surroundings  as  a  form  of   problem-­‐solving • Performance  —  the  ability  to  adopt  alternaDve  idenDDes  for  the  purpose  of   improvisaDon  and  discovery • SimulaDon  —  the  ability  to  interpret  and  construct  dynamic  models  of  real-­‐ world  processes • AppropriaDon  —  the  ability  to  meaningfully  sample  and  remix  media  content • MulDtasking  —  the  ability  to  scan  one’s  environment  and  shiI  focus  as  needed   to  salient  details. • Distributed  CogniDon  —  the  ability  to  interact  meaningfully  with  tools  that   expand  mental  capaciDes
  23. 23. New  GeneraDon  Skills • CollecDve  Intelligence  —  the  ability  to  pool  knowledge  and  compare  notes   with  others  toward  a  common  goal • Judgment  —  the  ability  to  evaluate  the  reliability  and  credibility  of  different   informaDon  sources • Transmedia  NavigaDon  —  the  ability  to  follow  the  flow  of  stories  and   informaDon  across  mulDple  modaliDes • Networking  —  the  ability  to  search  for,  synthesize,  and  disseminate   informaDon • NegoDaDon  —  the  ability  to  travel  across  diverse  communiDes,  discerning  and   respecDng  mulDple  perspecDves,  and  grasping  and  following  alternaDve   norms. Confronting the Challenges of Participatory Culture: Media ... An occasional paper on digital media and learning. Confronting the Challenges of Participatory Culture: Media Education for the. 21 st. Century ... http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF
  24. 24. connecting Brett McLennan Screen Education Manager Australian Centre For the Moving Image brett.mclennan@acmi.net.au