Download - Incoming! Who will be on campus this year?
INCOMING!Who will be on
campus this year?
Megan Poore
INCOMING!Who will be on
campus this year?
Megan Poore
• Statistics and expectations
• ICT proficiency and literacy
• Implications
• Learning needs
• The Net Generation
COVERAGE
SOME STATS: Incoming students
AccessAccess
Mobile 93%
Desktop 90%
Broadband 73%
University of Melbourne (2006)
Computer useComputer use
Emailing 94%
Creating documents 88%
Info searching 83%
University of Melbourne (2006)
SOME STATS: Incoming students
University of Melbourne (2006)
Main activities on computers
‘Overwhelmingly positive’
Main activities on computers
‘Overwhelmingly positive’
Study 94%
Info Searching 93%
Course admin 84%
SMS 84%
IM 75%
SOME STATS: Incoming students
University of Melbourne (2006)
STUDENT EXPECTATIONS
• International students use more tech
• Engineering students more likely to use tech than Arts students
• Reasons for use: convenience and control – not learning
• International students use more tech
• Engineering students more likely to use tech than Arts students
• Reasons for use: convenience and control – not learning
JISC (2007)
• Preference for using technology
• Ubiquitous internet is normal
• Cautious about publishing their work for public scrutiny
• Tech is not an end in itself
• Face-to-face is seen as core
• Preference for using technology
• Ubiquitous internet is normal
• Cautious about publishing their work for public scrutiny
• Tech is not an end in itself
• Face-to-face is seen as core
STUDENT EXPECTATIONS
JISC (2007)
• Uncertain about how to map current learning experience onto uni study
• Cannot see how ICT and learning can work together outside of school
• Uncertain about how to map current learning experience onto uni study
• Cannot see how ICT and learning can work together outside of school
STUDENT EXPECTATIONS
• Are personalised• Are visual• Have links to the
community• Are rigorous• Use individualised
feedback
INFORMAL LEARNING ENVIRONMENTS
Pletka (2007)
1. Working with info
2. Creating and sharing info
3. Using ICT responsibly
1. Working with info
2. Creating and sharing info
3. Using ICT responsibly
MCEETYA (2007)
ICT PROFICIENCY
• ‘Challenging but reasonable’ expectation
o Year 6: 49%
o Year 10: 61%
• ‘Challenging but reasonable’ expectation
o Year 6: 49%
o Year 10: 61%
MCEETYA (2007)
ICT PROFICIENCY
• Patterns:
o Low socio-economic bkgnd
o Indigeneity
o Remote locality
o Gender not an issue
• Patterns:
o Low socio-economic bkgnd
o Indigeneity
o Remote locality
o Gender not an issue
MCEETYA (2007)
ICT PROFICIENCY
• Findings
o Communication is a frequent use
BUT
o Less use of applications for creating, analysing, transforming information
• Findings
o Communication is a frequent use
BUT
o Less use of applications for creating, analysing, transforming information
MCEETYA (2007)
ICT PROFICIENCY
• Skills gap between using media to create and how to create meaningful content
• Skills gap between using media to create and how to create meaningful content
CRITICAL CHALLENGE
Horizon Report, EDUCAUSE (2007: 4-5)
• Facility does not mean ICT literacy
• Need to be careful about assumptions we make
• Facility does not mean ICT literacy
• Need to be careful about assumptions we make
IMPLICATIONS
MCEETYA (2007)
• Competent or just confident?
• How to find the right info, then assess, validate, interpret, analyse, synthesise, critique, evaluate, put in context
• The need to apply problem-solving and critical thinking skills
• Competent or just confident?
• How to find the right info, then assess, validate, interpret, analyse, synthesise, critique, evaluate, put in context
• The need to apply problem-solving and critical thinking skills
Oblinger and Hawkins (2006)
IMPLICATIONS
• Renewed emphasis on collaborative learning
• Growing expectations for higher ed to deliver services, content and media to mobile and personal devices
• Renewed emphasis on collaborative learning
• Growing expectations for higher ed to deliver services, content and media to mobile and personal devices
Horizon Report, EDUCAUSE (2007: 4-5)
IMPLICATIONS
• You need to be ICT literate, too.
• You need to be ICT literate, too.
IMPLICATIONS
• What’s important will not change: good pedagogy is good pedagogy
• Content: Shift away from rote learning and memorisation to creation of understanding and meaning
• What’s important will not change: good pedagogy is good pedagogy
• Content: Shift away from rote learning and memorisation to creation of understanding and meaning
IMPLICATIONS
• Need to build ICT literacy through “systematic teaching rather than incidental use”
• More personalised assessment
• Need to build ICT literacy through “systematic teaching rather than incidental use”
• More personalised assessment
LEARNING NEEDS
MCEETYA (2007)
• Dynamic• Experiential• Learning by doing• Problem-solving
Pletka (2007)
LEARNING NEEDS
• Want to engage and be engaged
• Learn through doing
Veen and Vrakking (2006)
LEARNING NEEDS
• I am no longer the sole repository of information
BUT• I have to teach them how to
YOUR NEW MINDSET
o Assess o Critique
o Validate o Analyse
o Interpret o Synthesise
o Evaluate o Research
• Also called ‘millennials’, ‘Digital Natives’
• In the UK, 1 in 3 children aged between 5 and 9 owns a mobile phone
• Average age of first phone ownership is 8
• Also called ‘millennials’, ‘Digital Natives’
• In the UK, 1 in 3 children aged between 5 and 9 owns a mobile phone
• Average age of first phone ownership is 8
Vision (2005: 11)
THE NET GENERATION
• Parallel process and multi-task
• Have ‘hypertext minds’
• Have always had Web 2.0 at home
• Have little patience for step-by-step logic (or reasoning?)
• Parallel process and multi-task
• Have ‘hypertext minds’
• Have always had Web 2.0 at home
• Have little patience for step-by-step logic (or reasoning?)
Prensky (2001)
THE NET GENERATION
• Information-rich• Non-linear and associative• Multi-media, visual and
graphical• Immediate/
instantaneous• Immersive and abundant• Relevant and meaningful
INFORMATION FOR THE NET GEN
Pletka (2007)
• Community-oriented and team-based
• Collaborative, co-operative, participatory
• Communication-rich• Interactive and dialogical• Customised, personalised,
individualised
COMMUNITY, CHOICE COLLABORATION
Pletka (2007)
• Are active processors of information
• Filter info all the time• Are used to getting info
immediately• Are used to controlling
info flows
CHARACTERISTICS
Veen and Vrakking (2006)
• Get bored if the information flow is poor or too slow
• Use non-linear resources• Do not complain of
information overload!
Veen and Vrakking (2006)
CHARACTERISTICS
• Absorb discontinuous information and make meaning of it
• Cope with complexity• Increase or decrease their
attention levels, depending on need
COMPLEXITY
Veen and Vrakking (2006)
• Can work with sub-optimal knowledge
• Make sense of bits• Accept uncertainty
Veen and Vrakking (2006)
COMPLEXITY
• Are effective communicators
• Prefer communicating through images
• Use their networks• Are used to controlling
communication• Are collaborative
COMMUNICATION
Veen and Vrakking (2006)
• ‘Net Gen’ communication is
o Multimodal
o Interactive
o Creative and interpretive
o Comes easily to them
• ‘Net Gen’ communication is
o Multimodal
o Interactive
o Creative and interpretive
o Comes easily to them
Johnson (2006: 73)
COMMUNICATION
• Trust• Openness• Access
VALUES
Veen and Vrakking (2006: 47)
• Speak with an ‘accent’ – or a different language entirely!
• Misunderstand the new ways in which the Neg Gen learns
• Speak with an ‘accent’ – or a different language entirely!
• Misunderstand the new ways in which the Neg Gen learns
Prensky (2001)
‘DIGITAL IMMIGRANTS’
• We work in a linear fashion• We read the instructions
first before using• We are used to working
alone• We believe in doing things
'right'• We believe in doing things
one thing at a timeVeen and Vrakking (2006: 32 )
‘DIGITAL IMMIGRANTS’
• Students are feeling as though they are ‘powering down’ when they enter the school gates
• Students are feeling as though they are ‘powering down’ when they enter the school gates
Vision (2005: 4)
NET GENERATION AT SCHOOL
Source: http://www.businessweek.com/magazine/content/07_24/b4038405.htm
• Lecture-based• Isolating• Segmented• Uniform• Responsive-deficient• Didactic• Irrelevant
INDUSTRIAL-AGE LEARNING
Pletka (2007)
EDUCAUSE. 2007. The Horizon Report. New Media Consortium and the EDUCAUSE Learning Initiative. http://www.educause.edu/ir/library/pdf/CSD4781.pdf. Accessed 10 October 2007.
JISC. 2007. Student expectations study: Findings from preliminary research. (Joint Information Systems Committee) http://www.jisc.ac.uk/publications/publications/studentexpectationsbp.aspx. Accessed 12 February 2008.
Johnson, Larry. 2006. The sea change before us. EDUCAUSE Review, March/April 2006: 72-3. http://www.educause.edu/ir/library/pdf/erm0628.pdf. Accessed 10 October 2007
MCEETYA. 2007. Information and Communication Technologies LiteracyYears 6 and 10 Report 2005.
http://www.mceetya.edu.au/verve/_resources/NAP_ICTL_2005_Years_6_and_10_Report.pdf. Accessed 12 February 2008. Accessed 12 February 2008.
Oblinger, Diane G. and Brian L. Hawkins. 2006. The myth about student competency. EDUCAUSE Review, March/April 2006: 12-3. http://www.educause.edu/ir/library/pdf/erm0627.pdf. Accessed 10 October 2007. Accessed 12 February 2008.
REFERENCES
Pletka, Bob. 2007. Educating the Net Generation. How to engage students in the 21st century. Santa Monica Press.
Prensky, Marc. 2001. Digital Natives, Digital Immigrants. On the Horizon, 9 (5): 1-6.
University of Melbourne. 2006. First year students’ experiences with technology: Are they really Digital Natives? http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf. Accessed 12 February 2008.
Veen, Wim, and Ben Vrakking. 2006. Homo Zappiens. Growing up in a digital age. London: Network Continuum.
Vision. 2005. The future of mobile technology: learning ‘on the run’? Vision 1: 11-3. http://www.futurelab.org.uk/resources/documents/vision/VISION_01.pdf. Accessed 10 October 2007.
REFERENCES
www.meganpoore.comwww.slideshare.net/meganpoore
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