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students’ use of technology in formal and informal learning  Anoush Margaryan, David Nicol*, Allison Littlejohn and Kathryn Trinder Glasgow Caledonian University, UK * University of Strathclyde, UK This work is licensed under the Creative Commons Attribution-Non-Commercial-Share Alike 3.0 Unported License. To view a copy of this licence, visit  http://creativecommons.org/licenses/by-nc-sa/3.0/
decentralisation user control prosumption & remix participation   wisdom of crowds
gap between culture of universities and learners’ lives?
What students think?  full report : http://www.heacademy.ac.uk/projects/detail/projectfinder/projects/pf2969lr
Survey & interviews:  demographic data types of tools used extent of use purpose of use  examples
 
 
formal learning (course)
Informal learning (not course)
social use (not learning-related)
what are the tools used for? mobile phones   organising project meetings discussing assignments -  support during pre-exam panic “ no study materials on my phone please – it’s not a work item”
what are the tools used for? Instant Messaging   finding each other on campus communicating timetable changes arranging to meet discussing coursework
what are the tools used for? Social networking (Bebo, MySpace)   socialising supporting each other sharing resources organising learning in groups mixed socialising and learning
Would you like to use these tools in your courses?
low understanding of tools interdisciplinary differences low concern with who provides tools low digital literacy skills
not all young people are “digital natives” pedagogic approach is a factor  socialising vs creating & sharing knowledge expectations of learning at university (Litteljohn et al, in press)
Who is in charge?
Do all learners have the skills and mindset to be in charge?
Self-regulation Networking skills Self-efficacy Motivation Learning literacies
 

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students' use of digital technologies in formal and informal learning

  • 1. students’ use of technology in formal and informal learning Anoush Margaryan, David Nicol*, Allison Littlejohn and Kathryn Trinder Glasgow Caledonian University, UK * University of Strathclyde, UK This work is licensed under the Creative Commons Attribution-Non-Commercial-Share Alike 3.0 Unported License. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 2. decentralisation user control prosumption & remix participation wisdom of crowds
  • 3. gap between culture of universities and learners’ lives?
  • 4. What students think? full report : http://www.heacademy.ac.uk/projects/detail/projectfinder/projects/pf2969lr
  • 5. Survey & interviews: demographic data types of tools used extent of use purpose of use examples
  • 6.  
  • 7.  
  • 10. social use (not learning-related)
  • 11. what are the tools used for? mobile phones organising project meetings discussing assignments - support during pre-exam panic “ no study materials on my phone please – it’s not a work item”
  • 12. what are the tools used for? Instant Messaging finding each other on campus communicating timetable changes arranging to meet discussing coursework
  • 13. what are the tools used for? Social networking (Bebo, MySpace) socialising supporting each other sharing resources organising learning in groups mixed socialising and learning
  • 14. Would you like to use these tools in your courses?
  • 15. low understanding of tools interdisciplinary differences low concern with who provides tools low digital literacy skills
  • 16. not all young people are “digital natives” pedagogic approach is a factor socialising vs creating & sharing knowledge expectations of learning at university (Litteljohn et al, in press)
  • 17. Who is in charge?
  • 18. Do all learners have the skills and mindset to be in charge?
  • 19. Self-regulation Networking skills Self-efficacy Motivation Learning literacies
  • 20.  

Editor's Notes

  1. This talk is based on the findings of a study called “Learning from Digital Natives: Integrating Formal and Informal Learning”. The purpose of the study was to explore how digital technologies and the communication, interaction and other processes that underpin their use can support learning within educational institutions. The study was funded by the UK Higher Education Academy, and was carried out last year in collaboration between two Scottish Universities - Glasgow Caledonian and Strathclyde. Our focus was on emerging social technologies as well as personal digital devices and more traditional communication and collaboration tools. In particular we were in the beginning interested in how digital technologies may help bridge the gap between formal and informal learning.