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Developments in interactive media practices of young people (ECE2011)
The document discusses research on the interactive media practices of youth. It identifies four categories of users - traditionalists, gamers, networkers, and producers - which represent diversity in how youth engage with interactive media. The research found that intensive interactive media use does not necessarily equal skilled use. The document concludes that education should focus less on what technology to use and more on connecting to students' diverse experiences, skills, and preferences when addressing specific learning problems.
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Developments in interactive media practices of young people (ECE2011)
- 1. Developments in interactivemedia practices of youths Antoine van den Beemt – 2011
- 2. Contents theory: learningecology research conclusion: consequences for learning/education Antoine van den Beemt – 2011
- 3. Conclusion don’t ask:which technology to use as learning tool? Antoine van den Beemt – 2011
- 4. Conclusie don’t ask:which technology to use as learning tool? instead: how to connect with the diversity of experiences and preferences of students, starting from a specific learning problem. Antoine van den Beemt – 2011
- 5. Contemporary youth Antoinevan den Beemt – 2011
- 6. Contemporary youth impatient,short attention span always online and connected networking as a lifestyle learning by doing, no books purposeful and practical multitasking Antoine van den Beemt – 2011
- 7. Testing assumptions Antoinevan den Beemt – 2011
- 8. Research Antoine vanden Beemt – 2011
- 9. Research Results intensiveuse Antoine van den Beemt – 2011
- 10. Research Results intensiveuse ≠ skilful use Antoine van den Beemt – 2011
- 11. Research Results intensiveuse ≠ skilful use diversity in use (Kutteroff & Behrens, 2009; Schulmeister, 2008; Van den Beemt, et al, 2011) Antoine van den Beemt – 2011
- 12. Research Results intensiveuse ≠ skilful use diversity in use specific sets of applications (Eynon, 2010; Van den Beemt, et al, 2010) Antoine van den Beemt – 2011
- 13. Research Results intensiveuse ≠ skilful use diversity in use specific sets of applications peers (Van den Beemt, et al, 2010) Antoine van den Beemt – 2011
- 14. Research Possible responses?Antoine van den Beemt – 2011
- 15. Research Possible responses?Regardless of the use of interactive media Antoine van den Beemt – 2011
- 16. Theoretical framework socialaction (Berger & Luckmann, 1966) Antoine van den Beemt – 2011
- 17. Theoretical framework socialaction experiences, skills and preferences (Barron, 2006) Antoine van den Beemt – 2011
- 18. Theoretical framework socialaction experiences, skills and preferences learning ecology (Siemens, 2003) Antoine van den Beemt – 2011
- 19. Theoretical framework socialaction experiences, skills and preferences learning ecology interactive media Antoine van den Beemt – 2011
- 20. Theoretical framework patternsof interactive media participation (Van den Beemt et al, 2010) (Barron, 2006) Antoine van den Beemt – 2011
- 21. Research Developments inpatterns of interactive media participation among students Antoine van den Beemt – 2011
- 22. Research 4 categoriesof activities: Browsing Performing Interchaning Authoring (Van den Beemt, Akkerman, & Simons, 2010, 2011) Antoine van den Beemt – 2011
- 23. Research 4 categoriesof activities: Interacting Performing Interchanging Authoring (Van den Beemt, Akkerman, & Simons, 2010, 2011) Antoine van den Beemt – 2011
- 24. Research 4 categoriesof users: Traditionalists Gamers Networkers Producers (Van den Beemt, Akkerman, & Simons, 2010, 2011) Antoine van den Beemt – 2011
- 25. Research Traditionalists: (Vanden Beemt, Akkerman, & Simons, 2010) Antoine van den Beemt – 2011
- 26. Research Gamers: (Vanden Beemt, Akkerman, & Simons, 2010) Antoine van den Beemt – 2011
- 27. Research Networkers: (Vanden Beemt, Akkerman, & Simons, 2010) Antoine van den Beemt – 2011
- 28. Research Producers: (Vanden Beemt, Akkerman, & Simons, 2010) Antoine van den Beemt – 2011
- 29. Research 4 categoriesof users: Van den Beemt, A., Akkerman, S., & Simons, P.R.J. (2009) Jongeren en interactieve media: diversiteit in het gebruik van interactieve media onder jongeren . Kennisnet, Zoetermeer Antoine van den Beemt – 2011
- 30. 4 categories ofusers: interacting Van den Beemt, A., Akkerman, S., & Simons, P.R.J. (2009) Jongeren en interactieve media: diversiteit in het gebruik van interactieve media onder jongeren . Kennisnet, Zoetermeer Research Antoine van den Beemt – 2011 interacting performing interchanging authoring
- 31. Research 4 categoriesof users: Antoine van den Beemt – 2011 interacting performing interchanging authoring
- 32. Research diversity inactivities: stable Antoine van den Beemt – 2011
- 33. Research diversity inactivities: stable diversity in participation: dynamic Antoine van den Beemt – 2011
- 34. Consequences for educationcontent production Antoine van den Beemt – 2011
- 35. Consequences for educationcontent production motivation for out of school use ≠ learning in school Antoine van den Beemt – 2011
- 36. Consequences for educationcontent production motivation for out of school use ≠ learning in school diversity Antoine van den Beemt – 2011
- 37. Consequences for educationDIVERSITY experiences, skills, preferences Antoine van den Beemt – 2011
- 38. Consequences for educationLearning ecology: experiences, skills, preferences Antoine van den Beemt – 2011
- 39. Consequences for educationaddressing by: permanent status feedback (games) Antoine van den Beemt – 2011
- 40. Consequences for educationaddressing by: permanent status feedback (games) group assignments, peer feedback (networkers) Antoine van den Beemt – 2011
- 41. Consequences for educationaddressing by: permanent status feedback (games) group assignments, peer feedback (networkers) text-based assignments (traditionalists, networkers) Antoine van den Beemt – 2011
- 42. Consequences for educationaddressing by: permanent status feedback (games) group assignments, peer feedback (networkers) text-based assignments (traditionalists, networkers) (single player) casual games + group assignments Antoine van den Beemt – 2011
- 43. Conclusion don’t ask:which technology to use as learning tool? instead: how to connect with the diversity of experiences and preferences of students, starting from a specific learning problem. Antoine van den Beemt – 2011
- 44. antoine @ manabi.nlwww.manabi.nl @avdbmt resgamedu.blogspot Antoine van den Beemt – 2011
Editor's Notes
- #3 onderzoek: : ontwikkeling in patronen van interactieve media gebruik
- #8 - assumptions of the homogeneous and skilful Netgeneration have been tested by empirical research
- #10 Europe, China, South-Africa, USA, Canada
- #13 youths appear to (un)consciously choose for specific sets of applications
- #14 the selection of sets is influenced by peers
- #22 cross-sectional analysis