M 25-lt-group-ppt-july-16-slideshare
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This document discusses the need to critically engage young students with digital literacies and explores students' current digital practices. It finds that students are eager to co-create their learning environments but need guidance and support to do so. A study was proposed to map undergraduate students' digital tool use inside and outside of university to understand their expectations, needs, and visions regarding digital practice. The study found students are mostly consumers online rather than producers and creators, and have difficulty networking and exploring new tools without support. This suggests universities need to better facilitate students' digital fluency in academic contexts.
M 25-lt-group-ppt-july-16-slideshare
- 1. C A R O L I N E K U H N B AT H S PA U N I V E R S I T Y DO WE NEED TO ENGAGE YOUNG STUDENTS CRITICALLY WITH DIGITAL LITERACIES? Or are they digital natives ?
- 4. MOOCs Formal education YouTube Professional Development Personal Learning Environments OE R
- 8. New Media Consortium Horizon Report
- 9. WHAT IS IN THE LITERATURE? • The Digital Student Project (JISC 2014): • Students do not have clear ideas when they arrive about how digital technologies can support their studies or how they may be important in their lives beyond university. • Students are eager to be co-creators, not only of content, but also of their digital environment –context (PLE?) Being consulted about is not enough • Students need a flexible environment that allows them to experiment, tinker with new tools, learn from each other and create their own blend. • The ed+social impact of tech (Davies, et al., 2008): • The fact that students use technologies for their lives does not imply they do the same in their academic lives
- 10. * • Hunch: • They are not digitally literate in academic settings • How can they co-create their learning environments? • How can I engage them to participate in such a project? • Exploring their current digital practice in and outside their academic space and hear their needs, expectations, and experience regarding their digital practice at the university
- 12. DANGEROUS! •The inherent risk when the university’s philosophy is grounded in such flawed assumptions around digital natives and educational technology, as they might presuppose there is no need to educate their students digitally
- 13. WHAT IS MY PROPOSAL? EXPLORE THE STATE OF THE ACTUAL • How do undergraduates in educational studies engage with the Internet? • What tools do they use to mediate their activities in and outside the university? • What are their expectations, vision and perceived needs in relation regarding their digital practice at university?
- 14. MAPPING AND NOT TRACING AS A MEANS TO ENQUIRY
- 15. DELEUZE & GUATARI (1987) RHIZOMATIC CONCEPT OF MAPPING • Ontology of becoming and not being • Becoming Discloses potential • The nature of becoming is rhizomatics • Reality is a continuum process of flux • It engages with movements of social change thus change is POSSIBLE! • Includes analysis of relationships between their actors and their metaphorical construction of space and place • Place as a sense of being present with other Antihierarchical in its structure Ever growing horizontal networks The structure is composed of multiple lines + connections No points of position Celebrates multiplicity + diversity
- 16. THE MANY POSSIBILITIES OF MAPS
- 17. ALL A BOARD
- 18. VISITOR & RESIDENT CONCEPT TO MAP STUDENTS’ DIGITAL PRACTICE ResidentVisitor Institutional Personal
- 23. QUOTES FOCUS GROUP + STUDENTS’ CONFERENCE • Raised awareness regarding their digital practice otherwise invisible to them. “Self-consciousness must precede horizontal development (Engestorm, 2001)” • They are keen to explore but their perception is that they lack the skills to do so and they do not feel capable of doing it without guidance and support • “It seems like overwhelming once you are out there” • “ I will not risk my grades” • “The web is too big” • “I don’t need more than what I use” • “Why bother if I have to write an essay or do a presentation” • “It seems to me there are many tools that do the same thing, how can I choose?” • “We are the forgotten generation!” • “Uni needs to guide us and give us support to start”
- 24. J I S C D I G I TA L P R O F I L E S U RV E Y Q U A N T I : 6 6 S T U D E N T S = 4 3 ( 1 9 - 2 6 ) + 3 ( 2 6 - 2 9 ) + 1 0 ( 3 8 - 5 4 )
- 25. USE ELECTRONIC LIBRARY OR PORTAL 47% 53% Don't use an electronic library or portal (Wikipedia, subject-based resource) Using an electronic library or portal (Wikipedia, subject-based resource)
- 26. PARTICIPATION IN ONLINE DISCUSSION 88% 12% Don't participate in online discussion groups participate in online discussion groups
- 27. USE OF WIKI-BLOG-ONLINE NETWORK 71% 29% Don't use wiki/blog/onlline network Use wiki/blob/online network
- 28. 95% 5% Don't maintain my own blog or website Maintain my own blog or website I MAINTAIN MY OWN BLOG OR WEBSITE
- 29. DOWNLOADING PODCASTS 83% 17% Don't download podcast download podcast
- 30. USE VIDEO OR AUDIO CONFERENCE 83% 17% Don't use video or audio conferencing Does use video or audio conferencing
- 31. LEARN VIA MOBILE PHONES OF TABLET 85% 15% Not learning via mobil phones or tablet Learning via mobil phones of tablet
- 32. WHAT CAN I SEE? • More consumers • Less producing and sharing what they know or want to know • Creating a network of people is hard
- 33. * • How will higher education advance digital environments that drive innovation with students that are not digital fluent in their academic context? • Digital literacies are relevant
- 35. A TOPOLOGY OF SPACE Properties that are preserved through deformation personal + digital connecting + social motivational + emotional creative + experiential open + reflective flexible + dynamic self-organised + knowledge manager Mol&Law+Jenkins+IFF+JRC+IPTS+EC
- 36. DIGITAL PRACTICE UNDER A SOCIO- CULTURAL ACTIVITY THEORY LENS R c D L S D LearningP
Editor's Notes
- #3: Personalisation – collaboration – informalisation organising principles for the learning experience School’s’ over: Learning Spaces in Europe in 2020: An imagining exercise of the future of learning