The document summarizes a study that examined whether a new generation of digital learners exists in Chile. The study used interviews to understand students' and teachers' perceptions of technology use and learning practices. The results showed that students use technology extensively for socializing and schoolwork, though they often copy and paste information without proper processing. Teachers saw this as harmful to skills development. While access to technology is widespread, students still value in-person socializing. The study concluded that students' technology experiences are more dependent on gender than socioeconomic level.
This document discusses how virtual worlds like Second Life can be viewed as technologies of the self that allow users to construct alternate identities. It describes research where participants spent over 20 hours per week in Second Life, viewing it as a way to express aspects of themselves not available in real life. The document also examines the work of Michael Wesch, who uses digital tools to study how media impacts human interaction and identity formation.
This document discusses analyzing learning networks to inform design. It argues that analysis should consider both individual experiences within the network and structural properties of the network itself. The analysis aims to understand what gives life to networks and informs design without being critical or exploitative. It draws on Christopher Alexander's work on patterns and properties to analyze structural properties of learning networks.
Brian J King Literature Review Presentation Cte601Brian King
The document is a literature review on the implications of Web 2.0 technologies for higher education. It discusses how Web 2.0 allows for more interactive and participatory experiences compared to the older Web 1.0 model. The review examines how technologies like social bookmarking, wikis, blogs, microblogging and virtual worlds can enhance learning by making it more collaborative, flexible and learner-centered. It argues that these tools are well-suited for engaging "Digital Native" students and can help transform education from a broadcast model to an interactive experience.
near field interactions with the internet of thingsBoni
The document discusses bootstrapping the internet of things using Bluetooth scanning on cell phones to detect nearby devices. Currently, scanning provides an overview of all nearby objects but is a slow process, and the detected devices are essentially just names without identities or histories. The author proposes using QR codes or NFC tags on objects to allow faster focusing on individual items. This would help turn the detected devices into true interactive "things" that are part of an internet of objects and allow two-way communication between phones and nearby physical objects.
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with...Jari Laru
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with mobile tools in three everyday contexts. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (pp.11-21). Tübingen: Knowledge Media Research Center.
Pedagogy 2.0: Fulfilling the Educational Needs of a Digital Native Society Dileep Pradeep
The document provides background information on digital immigrants and digital natives. It discusses how today's students have grown up immersed in technology and have different learning preferences than previous generations. The objectives of the study are to explore challenges faced by digital immigrant teachers, examine how social learning tools can enhance instruction, and determine if Pedagogy 2.0 could replace traditional teaching methods. Key terms related to digital technologies, social media, and new approaches to education are also defined.
This document summarizes theories about conceptualizing media change and the evolution of new media. It discusses Roger Fidler's theory of "mediamorphosis" which argues that new media emerge through the transformation and adaptation of old media. The document also outlines principles of mediamorphosis, theories of remediation and how new media languages are derived from old media. It discusses the concept of computer spaces and virtual realities, and debates about whether media evolution should be seen as progression or degeneration. Finally, it briefly introduces the field of ludology and game studies.
This document discusses how virtual worlds like Second Life can be viewed as technologies of the self that allow users to construct alternate identities. It describes research where participants spent over 20 hours per week in Second Life, viewing it as a way to express aspects of themselves not available in real life. The document also examines the work of Michael Wesch, who uses digital tools to study how media impacts human interaction and identity formation.
This document discusses analyzing learning networks to inform design. It argues that analysis should consider both individual experiences within the network and structural properties of the network itself. The analysis aims to understand what gives life to networks and informs design without being critical or exploitative. It draws on Christopher Alexander's work on patterns and properties to analyze structural properties of learning networks.
Brian J King Literature Review Presentation Cte601Brian King
The document is a literature review on the implications of Web 2.0 technologies for higher education. It discusses how Web 2.0 allows for more interactive and participatory experiences compared to the older Web 1.0 model. The review examines how technologies like social bookmarking, wikis, blogs, microblogging and virtual worlds can enhance learning by making it more collaborative, flexible and learner-centered. It argues that these tools are well-suited for engaging "Digital Native" students and can help transform education from a broadcast model to an interactive experience.
near field interactions with the internet of thingsBoni
The document discusses bootstrapping the internet of things using Bluetooth scanning on cell phones to detect nearby devices. Currently, scanning provides an overview of all nearby objects but is a slow process, and the detected devices are essentially just names without identities or histories. The author proposes using QR codes or NFC tags on objects to allow faster focusing on individual items. This would help turn the detected devices into true interactive "things" that are part of an internet of objects and allow two-way communication between phones and nearby physical objects.
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with...Jari Laru
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with mobile tools in three everyday contexts. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (pp.11-21). Tübingen: Knowledge Media Research Center.
Pedagogy 2.0: Fulfilling the Educational Needs of a Digital Native Society Dileep Pradeep
The document provides background information on digital immigrants and digital natives. It discusses how today's students have grown up immersed in technology and have different learning preferences than previous generations. The objectives of the study are to explore challenges faced by digital immigrant teachers, examine how social learning tools can enhance instruction, and determine if Pedagogy 2.0 could replace traditional teaching methods. Key terms related to digital technologies, social media, and new approaches to education are also defined.
This document summarizes theories about conceptualizing media change and the evolution of new media. It discusses Roger Fidler's theory of "mediamorphosis" which argues that new media emerge through the transformation and adaptation of old media. The document also outlines principles of mediamorphosis, theories of remediation and how new media languages are derived from old media. It discusses the concept of computer spaces and virtual realities, and debates about whether media evolution should be seen as progression or degeneration. Finally, it briefly introduces the field of ludology and game studies.
This document discusses how information seeking has changed with new technologies and the importance of libraries adapting to remain relevant. It covers several key points:
1) The rise of digital information has created new challenges for information seekers to evaluate and make sense of vast amounts of data.
2) Libraries must help patrons navigate this environment by facilitating understanding, problem-solving and decision making.
3) Emerging technologies like mobile access, eReaders, social networking and cloud storage are shifting how users interact with information and each other.
4) Libraries are exploring new tools and platforms like apps, tutorials and social media to engage patrons wherever they are accessing information.
This document provides an overview of theories and interpretations of interactive media and the World Wide Web. It discusses how the Web has evolved from a communications channel into a living environment characterized by networks of relations. Various network theories from different disciplines are relevant to understanding the Web and contemporary culture. While the basic architecture of the Web is simple, it allows for dynamic and interactive content through technologies like AJAX. The Web both facilitates global flows of information and social/cultural changes in networked societies.
1) Three-dimensional virtual worlds have potential for creating innovative learning environments and some universities are using platforms like Second Life for educational purposes.
2) However, educational usage of 3D virtual worlds in Turkey is currently inadequate, with few practical educational applications despite growing academic interest.
3) For 3D virtual worlds to be more widely used for education in Turkey, educational applications need to be developed and implemented based on recommendations from academic research.
New Visual Social Media for the Higher Education ClassroomRochell McWhorter
Authors: Julie A. Delello and Rochell R McWhorter
This chapter examines how next-generation visual social platforms motivate students to capture authentic evidence of their learning and achievements, publish digital artifacts, and share content across visual social media. Educators are facing the immediate task of integrating social media into their current practice to meet the needs of the twenty-first century learner. Using a case study, this chapter highlights through empirical work how nascent visual social media platforms such as Pinterest are being utilized in the college classroom and concludes with projections on ways visual networking platforms will transform traditional models of education.
Herbert Simon argues that our task is not to predict the future, but to shape it. He outlines three conditions for an acceptable future: 1) living sustainably within Earth's limits, 2) fair sharing of resources, and 3) reducing divisions between groups. Technology provides both opportunities and risks, and it is up to us to guide technology's development and use to foster beneficial outcomes for humanity. Computers in particular can help us understand human cognition and design a sustainable future by modeling minds and societies.
Mashup: Digital media and drama conventionseDavidCameron
This chapter considers how some popular dramatic conventions can accommodate contemporary and emerging digital media forms. Increasingly, the media forms regarded as ‘everyday’ are based on digital technology and networks that have moved from computers in academic and government settings into a range of devices for domestic and personal use. Digital media are everywhere, “taken up by diverse populations and non-institutionalized practices, including the peer activities of youth” (Ito et al., 2008, p. vii).
As its starting point this chapter takes the widely used conventions and techniques for structuring drama outlined in the books Structuring drama work (Neelands & Goode, 2000) and Beginning drama 11-14 (Neelands, 2004). Many of the drama conventions discussed in those books make use of, or are modeled upon cultural uses of, common media forms. In some cases the digital media forms suggested here are presented simply as being a more contemporary form to substitute directly, for example making use of an email message rather than a letter or facsimile. In other cases, the media forms suggested can be considered as a means by which the drama activity itself can be conducted, for example making use of a discussion forum as the means by which participants can engage in a drama activity beyond being physically present in the same space.
As with the drama conventions, the digital media forms and possible applications here are presented as a selection of elements and ideas that individuals and practitioners can adopt and adapt in whatever ways are appropriate to them. They are presented here as a means of thinking about the possible advantages of mixing established drama forms with new technologies.
DRAFT version. This is a preprint copy of the book chapter:
Cameron, D. (2009). Mashup: Digital media and drama conventions. In M. Anderson, J. Carroll & D. Cameron (Eds.), Drama education with digital technology (pp. 52 - 66). London: Continuum.
1) The document discusses how social networks and Web 2.0 tools can positively transform research, teaching, and service for academics if they build serious academic lives online.
2) It explores concepts like knowledge, the human thought process, coding languages, and how media and society have shifted with increased access to digital tools and networks.
3) Examples are provided of how networks can increase the power of audiences, support learning, and enable teaching/learning online through meaningful collaboration and sharing of information.
This document provides an overview of new digital spaces and user behavior within them. It argues that digital technologies have infiltrated all aspects of life and that we are seeing new patterns of behavior emerge as a result. Specifically, it explores a case study of the Cloudworks social networking site, which aims to facilitate discussion and sharing of teaching ideas. Analysis of user behavior on the site provides insights into how new technologies can be harnessed for educational purposes and the challenges of understanding emerging behaviors in new digital spaces.
Seminar presentation of the article Cutting the trees of knowledge: social software, information architecture and their epistemic consequences for Digital research and publishing course.
This document discusses digital tools for humanists and their impact. It examines Douglas Engelbart's vision of augmenting human intellect with computers. While tools like Pliny aimed to help with tasks like annotation and note-taking, they have had little uptake by humanists. Reasons for both the success and failure of digital tools are considered, such as whether they address the actual work of humanists, their usability, and whether they reach the right audience. The document also references debates around what constitutes scholarly work and the role of interpretation in research.
How Informal Learning Networks Can Transform EducationAlec Couros
Keynote presentation for ASI 2010, York University, Toronto, Ontario - August 2010.
Mashup of several presentations. More info available at http://couros.wikispaces.com/asi2010
ARIN6912 Presentation Week 5: Digital Environmentskittysquish
1. The document discusses the differences between traditional literature and hypertext/digital literature. Hypertext allows for searchability, links between documents, and greater accessibility of published works.
2. It explores how the internet has influenced and will continue to influence culture through a changing sense of geography and encouraging globalization.
3. Several views are presented on the internet's impact on literature and culture, including arguments that it can bring order to culture, transform readers into active users, and change the experience of reading. However, others argue print books are still superior due to their portability and tangibility.
This document introduces the concept of electracy, which describes the skills needed to utilize digital media in the same way literacy describes print media skills. Electracy is a new term created by Greg Ulmer to avoid connections to literacy. Ulmer argues electracy requires entirely new thinking practices beyond existing "literacies" and uses grammatology to draw analogies between transitions from orality to literacy and literacy to electracy. The document discusses apparatus theory, analogical heuristics, and inventing new thinking practices native to digital media to address fears about technological transitions.
SLOTS-MEMENTO: A SYSTEM FACILITATING INTERGENERATIONAL STORY SHARING AND PRES...ijma
Family mementos document events shaping family life, telling a story within and between family members. The elderly collected some mementos for children, but never recorded stories related to those objects. In this paper, in order to understand the status quo of memento storytelling and sharing of elderly people, contextual inquiry was conducted, which further helped us to identify design opportunities and requirements. Resulting design was defined after brainstorm and user consultation,
which was Slots- Memento, a system consisting a slot machine-like device used by the elderly and a flash drive used by the young. The Slots machine-like device utilizes with the metaphor of slots machine, which integrates functions of memento photo displaying, story recording, and preservation. In the
flash disk, the young could copy memento photos to it. The system aims to facilitate memento story sharing and preservation within family members. Preliminary evaluation and user test were conducted in evaluation section, the results showed that Slots-Memento was understood and accepted
by the elderly users. Photos of mementos were easy to recall memories. It enabled the elderly people to be aware of the stories of the family mementos, as well as aroused their desire to share them with family members. Related research methodology includes contextual inquiry, brainstorming,
prototyping, scenario creation, and user test.
Human interactions and learning are mediated by tools like language, tasks, and technology. The concept of mediation emphasizes the central role of social interaction in learning. When using computers, users can communicate through various modes like text, speech, images, and icons, allowing for new forms of interaction. However, computer environments may also restrict communication compared to face-to-face settings. Effective design of computer tools should leverage their affordances to encourage interaction and collaboration among learners.
New approaches to openness – beyond open educational resourcesGrainne Conole
This document discusses new approaches to openness beyond Open Educational Resources (OER). It begins by discussing characteristics of social and participatory media and their implications for learning, teaching, and research. It then considers different facets of open practices across learning, teaching, and research. Some key aspects discussed include open educational practices (OEP), definitions and characteristics of OER, and how social and participatory media enable more open practices with implications for education.
This document provides an overview of digital identity and presence in social media. It discusses how digital identity emerges from our interactions online and is shaped by the digital environment. Our identity is fragmented across different social media platforms, where we connect with networks of people and leave digital traces of our interactions. It also introduces several theoretical frameworks for understanding digital interactions, such as the notion of digital performance, rhizomatic digital networks, and the digital panopticon of visible online activities.
The document discusses different social structures that can support city-wide collaborative learning. It describes structures like communities of practice that are focused on specific tasks, learning ecologies made of overlapping communities, and "mycorrhizae" communities without defined membership. New technologies enable loosely coupled groups like smart mobs. Design challenges include supporting exploration across multiple social worlds and understanding the roles of virtual and physical spaces.
The document summarizes Apostolos Koutropoulos' article "Digital Natives: Ten Years After". It discusses key points from the original article, including the coining of the term "digital native" by Marc Prensky, Prensky's initial descriptions of digital natives in his "digital native canon", additions and extensions to the canon from other authors, perspectives directly from digital natives, and how demographics affect digital native traits. It also covers topics like access to and use of technology, the difference between personal and educational technology use, and locus of control regarding technology skills.
How metaphors matter an ethnography of blockchain based re descriptions of th...eraser Juan José Calderón
How metaphors matter an ethnography of blockchain based re descriptions of the world.
Sandra Faustino
Universidade de Lisboa - Instituto Superior de Economia e Gestão, SOCIUS/CSG, Lisboa, Portugal
ABSTRACT
This paper explores the role of metaphors in the production of redescriptions of the world within the framework of technological design
processes. Drawing on a collaborative ethnography with the Economic
Space Agency (ECSA), a start-up developing post-blockchain technology,
this paper illustrates how metaphors mimic the toponymy of
decentralized material infrastructures, while simultaneously pushing
forward ‘posthuman’ values that are expected to become fixated
through software. Through an analysis of a ‘collection’ of metaphors
produced by ECSA, this paper sheds light on the work performed by
specific vocabularies, within technological communities, in shaping a symbiotic relationship between futuristic politics and material culture.
This document discusses how information seeking has changed with new technologies and the importance of libraries adapting to remain relevant. It covers several key points:
1) The rise of digital information has created new challenges for information seekers to evaluate and make sense of vast amounts of data.
2) Libraries must help patrons navigate this environment by facilitating understanding, problem-solving and decision making.
3) Emerging technologies like mobile access, eReaders, social networking and cloud storage are shifting how users interact with information and each other.
4) Libraries are exploring new tools and platforms like apps, tutorials and social media to engage patrons wherever they are accessing information.
This document provides an overview of theories and interpretations of interactive media and the World Wide Web. It discusses how the Web has evolved from a communications channel into a living environment characterized by networks of relations. Various network theories from different disciplines are relevant to understanding the Web and contemporary culture. While the basic architecture of the Web is simple, it allows for dynamic and interactive content through technologies like AJAX. The Web both facilitates global flows of information and social/cultural changes in networked societies.
1) Three-dimensional virtual worlds have potential for creating innovative learning environments and some universities are using platforms like Second Life for educational purposes.
2) However, educational usage of 3D virtual worlds in Turkey is currently inadequate, with few practical educational applications despite growing academic interest.
3) For 3D virtual worlds to be more widely used for education in Turkey, educational applications need to be developed and implemented based on recommendations from academic research.
New Visual Social Media for the Higher Education ClassroomRochell McWhorter
Authors: Julie A. Delello and Rochell R McWhorter
This chapter examines how next-generation visual social platforms motivate students to capture authentic evidence of their learning and achievements, publish digital artifacts, and share content across visual social media. Educators are facing the immediate task of integrating social media into their current practice to meet the needs of the twenty-first century learner. Using a case study, this chapter highlights through empirical work how nascent visual social media platforms such as Pinterest are being utilized in the college classroom and concludes with projections on ways visual networking platforms will transform traditional models of education.
Herbert Simon argues that our task is not to predict the future, but to shape it. He outlines three conditions for an acceptable future: 1) living sustainably within Earth's limits, 2) fair sharing of resources, and 3) reducing divisions between groups. Technology provides both opportunities and risks, and it is up to us to guide technology's development and use to foster beneficial outcomes for humanity. Computers in particular can help us understand human cognition and design a sustainable future by modeling minds and societies.
Mashup: Digital media and drama conventionseDavidCameron
This chapter considers how some popular dramatic conventions can accommodate contemporary and emerging digital media forms. Increasingly, the media forms regarded as ‘everyday’ are based on digital technology and networks that have moved from computers in academic and government settings into a range of devices for domestic and personal use. Digital media are everywhere, “taken up by diverse populations and non-institutionalized practices, including the peer activities of youth” (Ito et al., 2008, p. vii).
As its starting point this chapter takes the widely used conventions and techniques for structuring drama outlined in the books Structuring drama work (Neelands & Goode, 2000) and Beginning drama 11-14 (Neelands, 2004). Many of the drama conventions discussed in those books make use of, or are modeled upon cultural uses of, common media forms. In some cases the digital media forms suggested here are presented simply as being a more contemporary form to substitute directly, for example making use of an email message rather than a letter or facsimile. In other cases, the media forms suggested can be considered as a means by which the drama activity itself can be conducted, for example making use of a discussion forum as the means by which participants can engage in a drama activity beyond being physically present in the same space.
As with the drama conventions, the digital media forms and possible applications here are presented as a selection of elements and ideas that individuals and practitioners can adopt and adapt in whatever ways are appropriate to them. They are presented here as a means of thinking about the possible advantages of mixing established drama forms with new technologies.
DRAFT version. This is a preprint copy of the book chapter:
Cameron, D. (2009). Mashup: Digital media and drama conventions. In M. Anderson, J. Carroll & D. Cameron (Eds.), Drama education with digital technology (pp. 52 - 66). London: Continuum.
1) The document discusses how social networks and Web 2.0 tools can positively transform research, teaching, and service for academics if they build serious academic lives online.
2) It explores concepts like knowledge, the human thought process, coding languages, and how media and society have shifted with increased access to digital tools and networks.
3) Examples are provided of how networks can increase the power of audiences, support learning, and enable teaching/learning online through meaningful collaboration and sharing of information.
This document provides an overview of new digital spaces and user behavior within them. It argues that digital technologies have infiltrated all aspects of life and that we are seeing new patterns of behavior emerge as a result. Specifically, it explores a case study of the Cloudworks social networking site, which aims to facilitate discussion and sharing of teaching ideas. Analysis of user behavior on the site provides insights into how new technologies can be harnessed for educational purposes and the challenges of understanding emerging behaviors in new digital spaces.
Seminar presentation of the article Cutting the trees of knowledge: social software, information architecture and their epistemic consequences for Digital research and publishing course.
This document discusses digital tools for humanists and their impact. It examines Douglas Engelbart's vision of augmenting human intellect with computers. While tools like Pliny aimed to help with tasks like annotation and note-taking, they have had little uptake by humanists. Reasons for both the success and failure of digital tools are considered, such as whether they address the actual work of humanists, their usability, and whether they reach the right audience. The document also references debates around what constitutes scholarly work and the role of interpretation in research.
How Informal Learning Networks Can Transform EducationAlec Couros
Keynote presentation for ASI 2010, York University, Toronto, Ontario - August 2010.
Mashup of several presentations. More info available at http://couros.wikispaces.com/asi2010
ARIN6912 Presentation Week 5: Digital Environmentskittysquish
1. The document discusses the differences between traditional literature and hypertext/digital literature. Hypertext allows for searchability, links between documents, and greater accessibility of published works.
2. It explores how the internet has influenced and will continue to influence culture through a changing sense of geography and encouraging globalization.
3. Several views are presented on the internet's impact on literature and culture, including arguments that it can bring order to culture, transform readers into active users, and change the experience of reading. However, others argue print books are still superior due to their portability and tangibility.
This document introduces the concept of electracy, which describes the skills needed to utilize digital media in the same way literacy describes print media skills. Electracy is a new term created by Greg Ulmer to avoid connections to literacy. Ulmer argues electracy requires entirely new thinking practices beyond existing "literacies" and uses grammatology to draw analogies between transitions from orality to literacy and literacy to electracy. The document discusses apparatus theory, analogical heuristics, and inventing new thinking practices native to digital media to address fears about technological transitions.
SLOTS-MEMENTO: A SYSTEM FACILITATING INTERGENERATIONAL STORY SHARING AND PRES...ijma
Family mementos document events shaping family life, telling a story within and between family members. The elderly collected some mementos for children, but never recorded stories related to those objects. In this paper, in order to understand the status quo of memento storytelling and sharing of elderly people, contextual inquiry was conducted, which further helped us to identify design opportunities and requirements. Resulting design was defined after brainstorm and user consultation,
which was Slots- Memento, a system consisting a slot machine-like device used by the elderly and a flash drive used by the young. The Slots machine-like device utilizes with the metaphor of slots machine, which integrates functions of memento photo displaying, story recording, and preservation. In the
flash disk, the young could copy memento photos to it. The system aims to facilitate memento story sharing and preservation within family members. Preliminary evaluation and user test were conducted in evaluation section, the results showed that Slots-Memento was understood and accepted
by the elderly users. Photos of mementos were easy to recall memories. It enabled the elderly people to be aware of the stories of the family mementos, as well as aroused their desire to share them with family members. Related research methodology includes contextual inquiry, brainstorming,
prototyping, scenario creation, and user test.
Human interactions and learning are mediated by tools like language, tasks, and technology. The concept of mediation emphasizes the central role of social interaction in learning. When using computers, users can communicate through various modes like text, speech, images, and icons, allowing for new forms of interaction. However, computer environments may also restrict communication compared to face-to-face settings. Effective design of computer tools should leverage their affordances to encourage interaction and collaboration among learners.
New approaches to openness – beyond open educational resourcesGrainne Conole
This document discusses new approaches to openness beyond Open Educational Resources (OER). It begins by discussing characteristics of social and participatory media and their implications for learning, teaching, and research. It then considers different facets of open practices across learning, teaching, and research. Some key aspects discussed include open educational practices (OEP), definitions and characteristics of OER, and how social and participatory media enable more open practices with implications for education.
This document provides an overview of digital identity and presence in social media. It discusses how digital identity emerges from our interactions online and is shaped by the digital environment. Our identity is fragmented across different social media platforms, where we connect with networks of people and leave digital traces of our interactions. It also introduces several theoretical frameworks for understanding digital interactions, such as the notion of digital performance, rhizomatic digital networks, and the digital panopticon of visible online activities.
The document discusses different social structures that can support city-wide collaborative learning. It describes structures like communities of practice that are focused on specific tasks, learning ecologies made of overlapping communities, and "mycorrhizae" communities without defined membership. New technologies enable loosely coupled groups like smart mobs. Design challenges include supporting exploration across multiple social worlds and understanding the roles of virtual and physical spaces.
The document summarizes Apostolos Koutropoulos' article "Digital Natives: Ten Years After". It discusses key points from the original article, including the coining of the term "digital native" by Marc Prensky, Prensky's initial descriptions of digital natives in his "digital native canon", additions and extensions to the canon from other authors, perspectives directly from digital natives, and how demographics affect digital native traits. It also covers topics like access to and use of technology, the difference between personal and educational technology use, and locus of control regarding technology skills.
How metaphors matter an ethnography of blockchain based re descriptions of th...eraser Juan José Calderón
How metaphors matter an ethnography of blockchain based re descriptions of the world.
Sandra Faustino
Universidade de Lisboa - Instituto Superior de Economia e Gestão, SOCIUS/CSG, Lisboa, Portugal
ABSTRACT
This paper explores the role of metaphors in the production of redescriptions of the world within the framework of technological design
processes. Drawing on a collaborative ethnography with the Economic
Space Agency (ECSA), a start-up developing post-blockchain technology,
this paper illustrates how metaphors mimic the toponymy of
decentralized material infrastructures, while simultaneously pushing
forward ‘posthuman’ values that are expected to become fixated
through software. Through an analysis of a ‘collection’ of metaphors
produced by ECSA, this paper sheds light on the work performed by
specific vocabularies, within technological communities, in shaping a symbiotic relationship between futuristic politics and material culture.
Technology Enabled Identity Within Virtual Worlds And Implications For Our Fu...gfatima
Gulfam Fatima used Second Life both as an immersionist, interacting and communicating within the virtual world, and as an argumentationist, believing that the real person is separate from their avatar. She role played with a different avatar name but acted as herself. Her experience of creating objects in Second Life made her reflect on her identity across real and virtual worlds. Navigation and large class sizes could create difficulties for educational users in Second Life.
Exploring the emergence of virtual human resource developmentRochell McWhorter
Given the growing interest that scholars have had for integrating technology into HRD practice and research, Virtual HRD (VHRD) has emerged as a new area of inquiry in the field of HRD. This article begins by defining and exploring the emergence of the construct of VHRD. It reviews the evolution of technology from the inception of the Academy of Human Resource Development and integrates selected literature that supports the emergence of VHRD in the field of HRD to include sophisticated, immersive environments appropriate for HRD practice.
My research deals with providing communication solutions to elderly people that have minimal to no technical experience and capability. We have developed the Keep in Touch (KiT) app to assist these people communicate with family and friends.
These slides were presented to the CHAI research group in the University of Sydney school of IT.
1. The document discusses theories around computer-mediated communication (CMC) and how it compares to face-to-face communication. CMC has advantages like reducing status hierarchies but lacks nonverbal cues.
2. Media richness theory states that face-to-face is the "richest" form of communication due to simultaneous cues, while CMC is leaner. However, CMC technologies can also create efficiencies compared to face-to-face.
3. For planning, a comprehensive understanding of human barriers and advantages/limitations of both CMC and face-to-face communication can help planners meet collaborative goals in an increasingly globalized society.
1. The document discusses theories around computer-mediated communication (CMC) and how it compares to face-to-face communication. CMC has advantages like reducing status hierarchies but lacks nonverbal cues.
2. Media richness theory states that face-to-face is the "richest" medium due to simultaneous cues, while CMC is leaner. However, modern technologies can compensate for some limitations.
3. The document concludes that planners need a comprehensive understanding of human barriers to using CMC, as well as its advantages and limitations, to effectively use virtual tools for collaborative planning.
Digital Natives___ Use of Web 2.0 Tools in Learning Foreign Language_ A Case ...ssuserab93d4
This document discusses digital natives' use of Web 2.0 tools for foreign language learning. It begins by defining digital natives as the generation born in the 1980s who are immersed in digital technology. It then discusses how Web 2.0 tools can support foreign language learning by allowing learners to access multimedia content and interact online. The document reviews connectivism theory and cognitive theory of multimedia learning as frameworks for how digital natives learn with Web 2.0 tools. Survey results showed digital natives frequently use tools like Rosetta Stone, Duolingo and Memrise to learn languages through interactive exercises and games.
Social Media: Digital Content Creation & Sharing - Symposium Nov 2010Middlesex University
This document summarizes a research study investigating how three age groups (18-28, 40-50, 65-75) create and share digital content online. The study will use qualitative methods including questionnaires, interviews, and an online forum to examine differences in digital literacy and content creation across age groups.
1) The digital archive complicates notions of materiality and the relationship between the physical and digital. Digitization disrupts traditional hierarchies of archives by making materials more accessible and mutable.
2) Media archaeology approaches the digital archive through studying the histories of different media and technologies. It examines how digital archives operate as dynamic networks and social platforms rather than static stores of history.
3) As physical archives become digitized, concepts of the archive are shifting from places that freeze time and regulate access/use, to archives that are in constant motion and allow for remixing. The boundaries between archive and database are also blurring.
Digital literacy refers to an individual's ability to use digital tools and technologies to find, evaluate, utilize, share, and create information. It involves skills such as internet searching, hypertext navigation, knowledge assembly, and content evaluation. Digital literacy is dependent on social and generational factors, and teachers may lack skills that students possess from growing up with technology. Maintaining digital literacy skills is important as technologies continue to change and society becomes more dependent on digital tools and interfaces.
A theoretical model of differential social attributions toward computing tech...UltraUploader
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3. Introduction
‘This new generation is familiarized with ‘Its members are used to immediacy and
media-based languages and feels have an ability to learn by rapidly processing
comfortable performing several tasks at parallel and discontinuous information’ (p.
once’ (p. 543). 543)
‘Massive access to and use of ICT
among the youngest members of the
population has led numerous authors
to suggest the existence of a generation
that has been socialized in a media
based world’ (Carstens&Beck, 2005;
Montgomery, 1996;
Oblinger&Oblinger, 2005; Pedro, 2006;
Prensky, 2001; Rideout et al, 2005;
Tapscott, 1999) (Sanchez, Salinas,
Controversy:
Contreras, & Meyer: 2011, p.543)
Bennett, Maton and Kervin (2008) based on Tapscott and
Prensky: weak empirical substantiation; and emergence of a ‘digital natives’ (Prensky, 2001),
new generation does not consider the variety of experiences
subjects have with technology (Bennet et al, 2008; Kennedy, ‘new millennium learners’ (Pedro, 2006),
Judd, Churchward&Gray, 2008). ‘the net generation’ (Tapscott, 1999),
Discussion: absence of empirical evidence (Cabra-
Torres&Marciales-Vivas, 2009); new evidence (Tapscott, ‘the gamer generation’ (Carstens&Beck, 2005) &
2009): current generation has changed radically compared ‘generation M’ (Rideout et al, 2005) (p. 543)
to previous generations (p. 543-544).
4. NetGeneration: ‘with its vast experience and
familiarity with digital technology and its varied
associated practices – central role in the political life of
the 21st century; digital natives seem to demand more
participation and are applying more power through the
internet, supervising the performance of political class,
and making its voices heard more directly within the
political sphere. In education, they feel more comfortable
with customized, collaborative and interactive learning’
(p. 544)
‘This study contributes to the discussion
on the current generation of students
and their relationship to technology –
empirical information obtained in
Chilean context’. (p. 544).
5. Related Work:
In Global Context
New millennium learners ‘is a term widely used to designate those generations
born from the 1980s onwards and who have been raised in a context where
digital technologies form an inextricable part of daily life’ (...), in the broadest
sense (they) are mediated by these technologies’ (Pedro, 2006, p. 2) (p. 544).
Access and use of ICTs is practically universal in the richest European countries
(International Telecommunication Union (ITU, 2009b) and in the USA and
Canada (ITU, 2009a) (p. 544)
6. In Chilean Context:
In Chile, access to ICTs among the youth is widespread, with a relatively equitable
degree of distribution regarding the various socio-economic levels (p. 544).
It is still far from the levels of developed countries (ITU, 2009a; PNUD, 2006) (p.
544).
To illustrate this, the schools in developed countries have a student to computer
ratio of almost 1:10, in Chile the current ratio is 1:26 (Enclases, 2008) (p. 544).
In unpublished statistics the ratio will be at 1:10 in Chile by 2010. The school has
operated as a point of access to ICTs among the youth, especially in context where
there is no other possibility of access (PNUD, 2006; Sanchez & Salinas, 2008) (p.
544).
7. Related Work cont.. (Traits of New Generation)
Cognitive Traits Cognitive Traits
Social Traits
(Prensky, 2001, p.1) (Pedro, 2009)
making use of their time by consuming different media
‘today’s students think and process information fundamentally new millennium learners are used to performing several tasks at simultaneously, especially digital media
differently from their predecessors, the same time,
(Pedro, 2006; Prensky, 2001; Rideout et al, 2005).
increasing in socially isolating activities, a preference for
having limited capacity for paying attention at the same thing for rapid-fire communication using a jargon – not easily
digital Natives are used to receiving information really fast, understood by older generations
a prolonged amount of time,
(Pedro, 2006).
Net generation prizes freedom of Choice
they like to parallel process and multi-task, preferring multimedia to written texts,
(Tapscott , 2009)
they prefer their graphics before their text rather than the Being able to obtain knowledge by processing discontinuous & they want to customize things
opposite, non-linear information, (Tapscott , 2009)
they collaborate naturally
they prefer random access,
(Tapscott , 2009)
they enjoy conversations over reading
they function best when networked,
(Tapscott , 2009)
they are interested in scrutinizing organization
they thrive on instant gratification and frequent rewards, (Tapscott , 2009)s
they insist on integrity, they want to have fun at work and
they prefer games to ‘serious’ work. at school
(Tapscott , 2009)
speed and innovation are part of their life
(Tapscott , 2009)
8. Related Work cont...
‘The institution of education appears to be distant from or at conflict with the
new generation of students’ (Pedro, 2006) (p. 545).
‘our Digital Immigrant instructors, who speak an outdated language (that of
the pre-digital age), are struggling to teach a population that speaks an entirely
new language’ (Prensky, 2001 p. 2) (p. 545).
The writers’ summary: ‘...the emergence of a new generation is characterized by
having lived all its life surrounded by and immersed in digital technology, that
is familiar with the use of such technology, and that is developing new
practices, values, preferences and interests that are having an influence on
institution such as the school’ (p. 545).
9. Two Hypotheses of the Study:
‘Experience with ICT in Chile is socially distributed in such a way that
the traits of a digital native generation are only specific to certain
social groups or niches, in which this digital experience is distinct
from the rest of the peers’. It has to do with cultural practices
associated with specific groups, and not traits that are shared by an
entire generation (p. 545).
‘For the groups that make more sophisticated use of technology, the
practices associated with ICTs will not imply certain skills described
in the literature as different and distinctive from those present in
previous generations’ (p. 545).
10. Methodology
The study is of an exploratory and descriptive nature, qualitative
perspective with grounded theory design.
It seeks to critically analyze the emergence or not, of a generation with
cognitive and social traits described by Tapscott, Prensky, and Pedro
It was sough to:
-identify how the traits of the new generation of students are expressed
in their opinions and their perceptions of their own actions, based on
the in-school experiences of the subjects;
-understand the role of the traits played in the development of
relations between the students, the educational institution and their
teachers (p. 545).
11. Sample
Using a theoretical sampling method, selecting sample based
on the criteria of diversity (gender, socio-economic level) and
utilizing a critical saturation point.
‘Chilean society in general and the educational
system in particular, is strongly differentiated by
class’ (p. 545).
‘Chile is one of the most unequal societies in both
Latin America and the world’ (World Bank, 2009)
(p. 546).
16. Instruments
Using semi-structured
interviews to allow
respondents to speak freely
Each interview lasted 45-50
on each issue (Selltiz,
minutes.
Jahoda, Deutsch, & Cook,
1959; Taylor & Bogdam,
1998) (p. 546).
All interviews were Interviews were held for 4
recorded. months
Interviews were held in
environments – appropriate
for generating a climate of
trust with the subjects on
familiar grounds – schools
(Taylor & Bogdam, 1998) (p.
546)
17. Procedure
Creating the interview
guidelines
Teachers were
Compiling a list of
selected from the
schools by using the
same schools –
socio-economic level
diversity, including
of the families that
the subjects they
attended each school.
taught.
Schools were
contacted to obtain
Student participants
their approval and
were selected based
confirm their
on gender balance.
participation in the
study
(p. 546-548)
19. Results of the Study
Perceptions of practices using ICT, school and
Perceptions of use and
communications media and
meaning of ICT
perceptions of study
other digital technologies practices
A variety of practices using Computers and Internet – a large part of the Relationship: Students – school:
technology – traditional, audiovisual students’ everyday activities in their work, ambivalent
media (TV, radio) with new media and at school, in socialization and parties, in the
technologies (Internet, IPOD, video search for information and in their personal Boring but necessary for life and
games, cell phones). interests. their future
TV, cell phone, computer – most ‘Direct contact with their friends School – develop friendships
present in everyday lives of is irreplaceable’ – ICT is (space for interaction with
students. complementary in socialization friends and classmates)
When using computer – several In terms of doing homework:
During school week – use software screens open at the same
Students look for corresponding
computer for few minutes or time, but do not mean the students
pay equal attention to all these information on the Internet
hours
different activities at the same time. through copy & paste.
On weekends or during vacations
No significant differences
– time spent on the computer
between boys and girls in the
increase considerably, some spent
all day playing video games or on frequency of use or general
Facebook. access to ICT.
The preference:
Male friends – actions or combat
games; Girls – chatting, Facebook,
fotolog, logic or card games
20. Results of the Study cont...
‘Teachers describe this copy and paste mode of work as harmful to
development of skills in the use of information. This indicates a
failure of the students’ abilities to process information’ (p. 552).
Such practices diminished level of other fundamental skills such as
imagination, the ability to concentrate on one task and a reduction in
the quality of research assignments (p. 552).
The ability to communicate with other people from different cultures,
access to an enormous amount of information, multimedia and its
contribution to different learning styles, and the possibility to collect
and process information (benefit) (553).
21. Discussions
1. In your context, how will you do or have you done to
your students to cope with their ‘copy and paste’
mode in their assignments?
2. In your context, how will you do or have you done to
eliminate the distance/conflict between school and
students in terms of using ICTs for students’
learning?
22. Conclusions
‘Sociability with a strong value placed on face-to-face contact situates electronic
communication as a complement and prolongation of the possibilities for
sociability’ (p. 555)
There is a clear preference for computer or special console games between boys
and girls. Video games – male students, male family friends, friends of some of
female students (p. 554)
A wide-range of ICT experience by the youth in Chilean context is ‘not so much
based on socio-economic level, as it is to gender for some specific developed
countries, where idea of new learners has emerged’ (p. 555).
‘Sophisticated attention management practices are expressed (by the students)
rather than a specific capacity to be able to process information simultaneously’
(p. 555).
23. References
Sanchez, J., Salinas, A., Contreras, D., & Meyer, E. (2011).
Does the new digital generation of learners exist?: A
qualitative study. British Journal of Educational
Technology, 42(4), 543-556. doi:10.1111/j.1467-
8535.2010.01069.x