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Digital Natives Vervenne Filip


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Research on digital natives or generation Y. Filip Vervenne KATHO 2008 centre of excellence distance learning MAD

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Digital Natives Vervenne Filip

  1. 1. Filip Vervenne MAD KATHO Digital natives… reality or challenge Filip Vervenne KATHO, BELGIUM
  2. 3. Content of this contribution <ul><li>KATHO </li></ul><ul><li>Digital natives... </li></ul><ul><li>Design of the research </li></ul><ul><li>Results </li></ul>
  3. 4. <ul><li>1 KATHO </li></ul><ul><ul><li>University college </li></ul></ul><ul><ul><li>Belgium </li></ul></ul><ul><ul><li>Kortrijk </li></ul></ul><ul><ul><ul><ul><ul><li>50 miles from Brussels </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>30 miles from North Sea </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Info? </li></ul></ul></ul></ul></ul>
  4. 5. <ul><li>KATHO offers a wide range of disciplines </li></ul><ul><li>basic study-areas </li></ul><ul><li>-Social Sciences, </li></ul><ul><li>-Health Care, </li></ul><ul><li>-Bio-Technology, </li></ul><ul><li>-Industrial Sciences, </li></ul><ul><li>-Informatics, </li></ul><ul><li>-Business Studies, </li></ul><ul><li>-Teacher Training. </li></ul><ul><li>The institutes are located in 4 sites : </li></ul><ul><li>Kortrijk - Roeselare - Tielt - Torhout </li></ul>
  5. 6. Oostende Brugge Torhout Tielt Roeselare Kortrijk Gent
  6. 7. KATHO in Belgium?
  7. 8. KATHO in Europe?
  8. 10. <ul><li> Open Higher Education (start 1997) </li></ul> Each curriculum has his own approach Aantal Bachelor in de agro- en biotechnologie, dierenzorg 63 Bachelor in het bedrijfsmanagement, eventmanagement 56 Bachelor in het onderwijs, kleuteronderwijs 233 Bachelor in het onderwijs, lager onderwijs 357 Bachelor in het onderwijs, secundair onderwijs 135 Bachelor in de maatschappelijke veiligheid 21 Bachelor in de toegepaste informatica 74 Bachelor in de verpleegkunde 39 Bachelor in de vroedkunde 51 totaal 1029
  9. 11. 2. Digital natives... <ul><li>born in an era in which the computer plays a central role and is an obvious determining element of their life. </li></ul><ul><li>hardly ever work linearly and function well combining several tasks at the same time (multi-tasking) </li></ul><ul><li>typified as demand based learners </li></ul><ul><li>they prefer adapted learning content and whenever possible to learn without effort, to learn by playing… </li></ul><ul><li>it is also presumed that the digital generation considers cooperative learning important </li></ul>
  10. 13. 3. Design of the research students of 17/18 years from 5 secondary schools were addressed (106 students) The research consisted of two parts: 1 a questionnaire : it was examined how those students think of modern educational methodologies and strategies 2 a design game : the students were defied to design a teaching package for a distance course
  11. 14. <ul><li>firstly students appear to know several digital tools well (blogs, wiki,…), </li></ul><ul><li>students have no difficulty in learning digitally and communicating fluently by means of all kinds of `new media‘ </li></ul><ul><li>digital study material is almost as frequently chosen as the paper version (= no preference for digital presentation of the study content) </li></ul><ul><li>our results confirm that `multitasking‘ is characteristic of the digital generation. </li></ul>Results of the questionnaire
  12. 15. <ul><li>the idea that images will be preferred above a written text by the digital generation, is not confirmed here </li></ul><ul><li>search engines appear rather popular to search additional information (and preferred to a visit to the library) </li></ul><ul><li>students choose a traditional approach to language learning. Repeating endless lists of vocabulary is preferred and considered more effective than cooperative forms of learning. </li></ul>Results of the questionnaire
  13. 16. Results of the questionnaire This research was not meant to determine the most effective learning approach / methodology / environment. The questionnaire aimed to draw the outlines of the perception and the preferences of these young people. A question which remains open however: are their choices not a consequence of the approaches they are used to seeing in class?
  14. 18. Results of the design game <ul><li>in the first place modern media (such as blog, chat, discussion boards, video stream,…) were applied spontaneously, but not always efficiently </li></ul><ul><li>frequent consultation moments (by means of digital tools) between the teacher and the student </li></ul><ul><li>error analyses was often incorporated in the design </li></ul><ul><li>playful elements in the learning process were frequently built in (for example video recordings of theaters,…) </li></ul>
  15. 19. Results of the design game <ul><li>BUT: no spectacular results… </li></ul><ul><li>REFLECTION </li></ul><ul><li>Students never had a teacher training… </li></ul><ul><ul><li>Challenge! Teachers should always be one step further to implement the magical T-PACK mix ! (Technology, Pedagogy and Content Knowledge) </li></ul></ul>