Net Gen Life And Learning

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Examines Net Gen student expectations, information behaviour, and ICT literacy and proficiency. Also explores some current habits of young people online, including social networking and gaming, and points to myths based around moral panic and digital faith.

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Net Gen Life And Learning

  1. 1. NET GEN LIFE AND LEARNING Megan Poore
  2. 2. <ul><li>Statistics and expectations </li></ul><ul><li>ICT proficiency and literacy </li></ul><ul><li>Information behaviour </li></ul><ul><li>Social networking and gaming </li></ul><ul><li>Learning needs </li></ul><ul><li>Moral Panic and Digital Faith </li></ul><ul><li>Implications </li></ul>COVERAGE
  3. 3. TECHNOLOGY TO WATCH Horizon Report (2007) Horizon Report(2008) 2007 2008 User-created content Grassroots video Social networking Collaboration webs Mobile phones Mobile broadband Virtual worlds Data mashups New scholarship and forms of publication Social operating systems Educational gaming Collective intelligence
  4. 4. SOME STATS: Incoming students Access University of Melbourne (2006) Mobile 93% Desktop 90% Broadband 73%
  5. 5. SOME STATS: Incoming students Computer use University of Melbourne (2006) Emailing 94% Creating documents 88% Info searching 83%
  6. 6. University of Melbourne (2006) Main activities on computers ‘ Overwhelmingly positive’ SOME STATS: Incoming students Study 94% Info Searching 93% Course admin 84% SMS 84% IM 75%
  7. 7. University of Melbourne (2006) STUDENT EXPECTATIONS <ul><li>International students use more tech </li></ul><ul><li>Engineering students more likely to use tech than Arts students </li></ul><ul><li>Reasons for use: convenience and control – not learning </li></ul>
  8. 8. JISC (2007) <ul><li>Preference for using technology </li></ul><ul><li>Ubiquitous internet is normal </li></ul><ul><li>Cautious about publishing their work for public scrutiny </li></ul><ul><li>Tech is not an end in itself </li></ul><ul><li>Face-to-face is seen as core </li></ul>STUDENT EXPECTATIONS
  9. 9. JISC (2007) <ul><li>Uncertain about how to map current learning experience onto uni study </li></ul><ul><li>Cannot see how ICT and learning can work together outside of school </li></ul>STUDENT EXPECTATIONS
  10. 10. <ul><li>Working with info </li></ul><ul><li>Creating and sharing info </li></ul><ul><li>Using ICT responsibly </li></ul>MCEETYA (2007) ICT PROFICIENCY
  11. 11. <ul><li>Accessing info (identification, retrieval) </li></ul><ul><li>Managing info (organising, storing) </li></ul><ul><li>Evaluating info (integrity, relevance, usefulness) </li></ul>MCEETYA (2007) ICT LITERACY: KEY PROCESSES
  12. 12. <ul><li>New understandings (creating knowledge, authoring) </li></ul><ul><li>Communicating with others (sharing; creating products) </li></ul><ul><li>Using ICT appropriately (critical, reflective, strategy, ethics and legals) </li></ul>MCEETYA (2007) ICT LITERACY: KEY PROCESSES
  13. 13. <ul><li>‘ Challenging but reasonable ’ expectation </li></ul><ul><ul><li>Year 6: 49% </li></ul></ul><ul><ul><li>Year 10: 61% </li></ul></ul>ICT PROFICIENCY MCEETYA (2007)
  14. 14. <ul><li>Patterns: </li></ul><ul><ul><li>Low socio-economic bkgnd </li></ul></ul><ul><ul><li>Indigeneity </li></ul></ul><ul><ul><li>Remote locality </li></ul></ul><ul><ul><li>Gender not an issue </li></ul></ul>ICT PROFICIENCY MCEETYA (2007)
  15. 15. <ul><li>Findings </li></ul><ul><ul><li>Communication is a frequent use </li></ul></ul><ul><ul><li>BUT </li></ul></ul><ul><ul><li>Less use of applications for creating , analysing , transforming information </li></ul></ul>MCEETYA (2007) ICT PROFICIENCY
  16. 16. <ul><li>Skills gap between using media to create and how to create meaningful content </li></ul>CRITICAL CHALLENGE Horizon Report, EDUCAUSE (2007: 4-5)
  17. 17. <ul><li>Fit between search engines and student lifestyles is ‘almost perfect’ </li></ul><ul><li>Spend little time evaluating for accuracy, relevance, authority (but this is also pre-web) </li></ul>INFORMATION BEHAVIOUR CIBER(2008)
  18. 18. <ul><li>No evidence that information literacy is worse than before </li></ul><ul><li>Not expert searchers – Youngsters have always had trouble evaluating info </li></ul><ul><li>Behaviour is now more public </li></ul>CIBER(2008) INFORMATION BEHAVIOUR
  19. 19. <ul><li>Increase in full-phrase searching </li></ul><ul><li>Satisfied with basic forms of searching </li></ul><ul><li>Good parallel processing skills, but sequential for reading? </li></ul>CIBER(2008) INFORMATION BEHAVIOUR
  20. 20. <ul><li>Fit between search engines and student lifestyles is ‘almost perfect’ </li></ul>CIBER(2008) INFORMATION BEHAVIOUR
  21. 21. <ul><li>Young people are concerned about the ‘unmanageable scale’ of the Web. </li></ul><ul><li>They find it difficult to prioritse and evaluate search results. </li></ul>Green and Hannon (2007: 63) INFORMATION BEHAVIOUR
  22. 22. <ul><li>Spend little time evaluating for accuracy, relevance, authority (but this is also pre-web) </li></ul>CIBER (2008) INFORMATION BEHAVIOUR
  23. 23. <ul><li>No evidence that information literacy is worse than before </li></ul><ul><li>Not expert searchers – Youngsters have always had trouble evaluating info </li></ul><ul><li>Behaviour is now more public </li></ul>CIBER (2008) INFORMATION BEHAVIOUR
  24. 24. <ul><li>Older users are catching up fast </li></ul><ul><li>All have increasing intolerance for information delay </li></ul><ul><li>More people are ‘powerbrowsing’ </li></ul>INFORMATION BEHAVIOUR: ALL CIBER (2008)
  25. 25. <ul><li>Individual and personality backgrounds more important than generation </li></ul><ul><li>Looking for ‘the answer’ rather than particular format </li></ul><ul><li>Lots of pre-publishing (blogs, wikis, websites) </li></ul>CIBER (2008) INFORMATION BEHAVIOUR: ALL
  26. 26. <ul><li>Older users are catching up fast </li></ul><ul><li>All have increasing intolerance for information delay </li></ul><ul><li>More people are ‘powerbrowsing’ </li></ul>CIBER (2008) INFORMATION BEHAVIOUR: ALL
  27. 27. <ul><li>Age is important re engagement re ICTs BUT </li></ul><ul><li>Attitude and character key to connection (not age, health, income) </li></ul>OLDER PEOPLE AND ICTs OFCOM (2006 )
  28. 28. <ul><li>Tailoring the learning environment is essential to engaging older people </li></ul>OFCOM (2006 ) OLDER PEOPLE AND ICTs
  29. 29. <ul><li>Current users: absorbers; self-starters </li></ul><ul><li>Non-users: rejecters; disengaged </li></ul><ul><li>Those not connected will become increasingly excluded </li></ul>OFCOM (2006 ) OLDER PEOPLE AND ICTs
  30. 30. <ul><li>Social networking </li></ul><ul><li>Gaming </li></ul>INFORMAL LEARNING
  31. 31. <ul><li>Facebook, My Space </li></ul><ul><li>60% of students talk about education topics online </li></ul><ul><li>50 % talk about schoolwork </li></ul>SOCIAL NETWORKING NSBA ( 2007 )
  32. 32. <ul><li>Strengthens existing relationships </li></ul><ul><li>Facilitates recognisable social interactions </li></ul><ul><li>Is a forum for creativity and expression </li></ul>Green and Hannon (2007) SOCIAL NETWORKING
  33. 33. <ul><li>Younger users are more likely to restrict access or withhold identifying information </li></ul>Pew Internet Project 2007 (21-22 ) SOCIAL NETWORKING
  34. 34. <ul><li>Are hard </li></ul><ul><li>Are about experience, delayed gratification, exploration, teamwork, reward </li></ul><ul><li>Force you to decide, choose, prioritise (weigh evidence, analyse situations, consult long-term goals, decide) </li></ul>GAMES ... Johnson (2006 [2005 ])
  35. 35. <ul><li>Probing as scientific method: </li></ul><ul><ul><li>Probe the environment </li></ul></ul><ul><ul><li>Form hyothesis </li></ul></ul><ul><ul><li>Reprobe and check the effect </li></ul></ul><ul><ul><li>Rethink based on feedback </li></ul></ul>GAMING: PROBING Johnson (2006 [2005]: 45)
  36. 36. <ul><li>Means co-ordinating with your ultimate objectives </li></ul><ul><li>It’s about order and constructing proper hierarchies </li></ul><ul><li>Means long-term planning and present focus </li></ul>GAMING: TELESCOPING Johnson (2006 [2005]: 54-55)
  37. 37. <ul><li>It’s not what you’re thinking, but the way you’re thinking that’s important. </li></ul>GAMING Johnson (2006 [2005]: 13)
  38. 38. <ul><li>Need to be careful of assuming that entertainment improves us only when it carries a healthy message </li></ul>Johnson (2006 [2005]: 13) GAMING
  39. 39. <ul><li>Everyone can succeed </li></ul><ul><li>You gotta play the odds </li></ul><ul><li>Learn from the team, not the coach </li></ul><ul><li>Kill bosses, trust strategy guides </li></ul><ul><li>Watch the map </li></ul><ul><li>Can’t see it? Ignore it? </li></ul><ul><li>Demand the right team </li></ul>GAMERS: 7 HABITS Beck and Wade ( 2006 : xiv - xvii)
  40. 40. <ul><li>Dynamic </li></ul><ul><li>Experiential </li></ul><ul><li>Learning by doing </li></ul><ul><li>Problem-solving </li></ul>LEARNING NEEDS Pletka (2007)
  41. 41. <ul><li>Want to engage and be engaged </li></ul><ul><li>Learn through doing </li></ul>Veen and Vrakking (2006) LEARNING NEEDS
  42. 42. <ul><li>Are personalised </li></ul><ul><li>Are visual </li></ul><ul><li>Have links to the community </li></ul><ul><li>Are rigorous </li></ul><ul><li>Use individualised feedback </li></ul>INFORMAL LEARNING ENVIRONMENTS Pletka (2007)
  43. 43. <ul><li>Must build on what we know is already working with the students </li></ul><ul><li>Need strategies that bridge formal and informal learning </li></ul>KNOWLEDGE AND SKILLS Green and Hannon (2007: 17)
  44. 44. <ul><li>Informal learning: </li></ul><ul><li>Self-motivation </li></ul><ul><li>Ownership </li></ul><ul><li>Purpose </li></ul><ul><li>Peer-to-peer learning </li></ul>Green and Hannon (2007: 17) KNOWLEDGE AND SKILLS
  45. 45. <ul><li>Need to move away from focusing on specific areas of knowledge </li></ul><ul><li>Focus instead on ‘soft skills’ of problem-solving, creativity, intelligence, initiative ... </li></ul>Green and Hannon (2007: 22-24 ) KNOWLEDGE AND SKILLS
  46. 46. <ul><li>BUT ... </li></ul><ul><li>Students rank creativity as eighth most important skill for the future </li></ul><ul><li>Only 50% of parents say ‘classroom lessons’ are the most important method of learning for their child </li></ul>Green and Hannon (2007: 27) KNOWLEDGE AND SKILLS
  47. 47. <ul><li>Need to look at existing practices, rather than trying to figure out how students should be learning from technology </li></ul>Green and Hannon (2007: 25-26) KNOWLEDGE AND SKILLS
  48. 48. <ul><li>Is about access to knowledge, not PCs </li></ul><ul><li>It needs to be about relationships and networks: not hardware </li></ul>THE NEW DIGITAL DIVIDE Green and Hannon (2007: 17, 59-60)
  49. 49. <ul><li>The internet is dangerous for children. (Children self-regulate all the time.) </li></ul><ul><li>Junk culture is poisoning young people. (Youth culture always challenges the orthodoxy.) </li></ul>MYTHS: MORAL PANIC Green and Hannon (2007: 32, 34)
  50. 50. <ul><li>No learning happens online. (Broad range of skills and learning that gives confidence to succeed in other contexts. Children better identify beneficial computer games than can adults.) </li></ul>Green and Hannon (2007: 35-36) MYTHS: MORAL PANIC
  51. 51. <ul><li>There is a plagiarism epidemic in schools. (This shouldn’t be conflated with new ways of accessing information. We need to teach higher-order skills.) </li></ul>Green and Hannon (2007: 38) MYTHS: MORAL PANIC
  52. 52. <ul><li>Young people are disengaged and disconnected. (Students use ICTs to engage with cultural and political issues, get mentoring.) </li></ul>Green and Hannon (2007: 39) MYTHS: MORAL PANIC
  53. 53. <ul><li>This generation is one of passive consumers. (No. Media, gaming, networking communities mean large elements of production, creativity, communication.) </li></ul>Green and Hannon (2007: 39) MYTHS: MORAL PANIC
  54. 54. <ul><li>All gaming is good. (There are different orders of digital activity, and not all activities are equal.) </li></ul>MYTHS: DIGITAL FAITH Green and Hannon (2007: 42)
  55. 55. <ul><li>All children are cyberkids. (Cannot assume that behaviours from a motivated group with high access is characteristic. There is a gap between ‘everyday communicators’ and ‘digital pioneers’.) </li></ul>Green and Hannon (2007: 42-43) MYTHS: DIGITAL FAITH
  56. 56. <ul><li>Facility does not mean ICT literacy </li></ul><ul><li>Need to be careful about assumptions we make </li></ul>IMPLICATIONS MCEETYA (2007)
  57. 57. <ul><li>Competent or just confident ? </li></ul><ul><li>How to find the right info, then assess, validate, interpret, analyse, synthesise, critique, evaluate, put in context </li></ul><ul><li>The need to apply problem-solving and critical thinking skills </li></ul>Oblinger and Hawkins (2006) IMPLICATIONS
  58. 58. <ul><li>Renewed emphasis on collaborative learning </li></ul>Horizon Report, EDUCAUSE (2007: 4-5) IMPLICATIONS
  59. 59. <ul><li>Need to build ICT literacy through “ systematic teaching rather than incidental use ” </li></ul><ul><li>More personalised assessment </li></ul>MCEETYA (2007) IMPLICATIONS
  60. 60. <ul><li>You need to be ICT literate, too. </li></ul>IMPLICATIONS
  61. 61. LICENCE

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