educating digital natives to educate digital immigrants

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2Inspire |2Imagine|2Integrate Dr ChyeKok Ho | Faculty of Business & Design Swinburne University of Technology Sarawak campus Another initiative by Human Resource Interest Group 27 February 2013| 1430-1630 hrs | Room B005 EDUCATING DIGITAL NATIVES [TO EDUCATE DIGITAL IMMIGRANTS]

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Page 1: Educating digital natives to educate digital immigrants

2Inspire |2Imagine|2Integrate

Dr ChyeKok Ho | Faculty of Business & Design

Swinburne University of Technology Sarawak campus

Another initiative by Human Resource Interest Group

27 February 2013| 1430-1630 hrs | Room B005

EDUCATING DIGITAL NATIVES [TO EDUCATE DIGITAL IMMIGRANTS]

Page 2: Educating digital natives to educate digital immigrants

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ChyeKok HO • Ever since I was little, I doubt how things

work.

• I went to England to qualify as a computer-

controlled systems engineer.

• Subsequently, I returned to England to

convert dumb machines into artificially

intelligent systems: became rather

“robotic” even with machine intelligence.

• Thereafter, I explore how people work at

organisation settings in South Asia. Lived

in the swamp for more than a decade.

• Went back to college in Melbourne

Australia to make sense of practice

• (Re)search on aspects of knowing and

learning to inquire into how people think,

work and how organisations live.

Page 3: Educating digital natives to educate digital immigrants

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THIS AFTERNOON’S DISCUSSION … Transmitting & Constructing Knowledge

Working definitions of the four generations

Digital-Natives

Are we wired differently?

• What is the human brain?

• How we use our brain changes our brain

Teaching Machines

• Surrender learning to machines

• Machines to learn with, and not from

Constructivist as an education pedagogy

Pedagogy-led eEducation Framework

The Dark Side - Panoptic Learning

Ethics and Social Responsibility

What I have learnt …

Trophy kids, helicopter parents, and apron

strings

Panel Discussion

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TRANSMITTING & CONSTRUCTING

KNOWLEDGE (@EDUCATION SETTINGS) • In a transmission mode, learning as a means to an end

– Filling of empty vessel from domain expert to the learner

– Instructive and/or prescriptive

• In a construction mode, learning as an end

– Inquire into a priori knowledge acquired through personal experience

– Personal interpretation of experiences in context, and can never be fully transmitted

– Knowledge is constructed cognitively if and when in doubt

– Knowledge may also construct on the basis of what had been told by others, as in social constructivism.

– Generates more questions than answers

Page 5: Educating digital natives to educate digital immigrants

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WORKING DEFINITIONS

• Four Generations

– The Baby Boomers (Jan 1946 to Dec 1964) | Television

– Generation X (Jan 1965 to Dec 1976) | Computer

– Generation Y (Jan 1977 to Dec 1997) | Internet

– Generation Next (Jan 1998 to Present) | Apps

• People that are conversant with digital technology,

information and communication strategies and its

innovations are characterised as digital natives, and

those who are not are labelled as digital immigrants

(Prensky, 2001; Tapscott,1997; 2009).

Page 6: Educating digital natives to educate digital immigrants

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Education

Pedagogy

Digital

Natives

eEducation

Framework

Teaching

Machines

Learning

Styles

Heuristics

Distance

Education

Page 7: Educating digital natives to educate digital immigrants

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DIGITAL NATIVES (PRENSKY, 2001)

• Demand immediate and parallel processing of

information;

• Multi-tasking of activities;

• Visuals as the mode of communication;

• Hyperlinks and random access to textual information;

• Instant recognition and reward; and

• Education perceived as fun rather than as work.

Page 8: Educating digital natives to educate digital immigrants

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DIGITAL NATIVES (TAPSCOTT, 2009)

• They want freedom in everything they do, from

freedom of choice to freedom of expression

• They love to customise, personalise, and are the new

scrutinisers

• They want entertainment and play in their work,

education, and social life

• They are the collaboration and relationship generation

• They have a need for speed, not only in video games

Page 9: Educating digital natives to educate digital immigrants

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DIGITAL-NATIVE LEARNERS

• Our students are born digital (Palfrey & Gasser, 2008)

and have “grown up digital” (Tapscott, 2009)

• They are the first generation of digital natives that live

much of their lives on-line

• They learn differently from the way their parents (or

grandparents) did when they were growing up

• Research is more likely to be a Google (Scholar) search

and/or a Wikipedia exploration than a trip to the brick

and mortar library (Palfrey and Gasser, 2008:5)

Page 10: Educating digital natives to educate digital immigrants

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DIGITAL NATIVE STUDENTS AND

DIGITAL IMMIGRANT LECTURER • Is there a significant misalignment of personalities

between the students and the lecturer?

• The research question:

“Does education need to cater fully to the

learning styles of digital natives, or should the

digital natives learn the habits of formal

structures and culture of education that has been

successfully constructed by digital immigrants”

Page 11: Educating digital natives to educate digital immigrants

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DO WE REALLY NEED TO BRIDGE THE

CULTURE DIVIDE BETWEEN NATIVES &

IMMIGRANTS?

Regardless of whether they are digital natives or

otherwise,

Can we design learning environments

which will engage learners that construct

knowledge, learn in communities and

make sense of the reality?

Page 12: Educating digital natives to educate digital immigrants

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HOW WE USE OUR BRAIN CHANGES OUR

BRAIN (DOIGDE, 2007)

• What is the human brain? • Mind-as-container?

• A computer hardwired with certain

fixed properties and abilities?

• A network, like the internet, always

changing and highly interactive?

• A Samsung Galaxy 3 (or an iPhone),

with certain basic communication

functions bundled with it, and has

apps for just about everything?

• Are we wired differently? • Complicated neural circuitry stirring

in between our ears

• Neural shaping and shearing

Page 13: Educating digital natives to educate digital immigrants

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TEACHING MACHINES AS SURROGATES • Teaching machines pre-programmed with heuristic rules may ask

questions to determine if students understand and remember the

information that were embedded in the technology.

• The role of students is to learn pre-programmed information stored on

the artificially-intelligent delivery and assessment technology, just as

they would have otherwise learnt by physically attending the lectures.

• Teaching machines relieve teachers from repetitive work by reinforcing

student learning behaviours.

• The effectiveness and efficiency of teaching machines as learning tools

such that students can learn from by rote and/or the replication of

information from presentations into pre-programmed packages are

questionable (Jonassen, Peck and Wilson, 1999).

Page 14: Educating digital natives to educate digital immigrants

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SURRENDER LEARNING TO TEACHING MACHINES

• Digital technology alters the things people think about; the

things people think with; and the domain in which thoughts

develop (Postman, 1993).

• Information and Communications Technology (ICT) are:

– Transforming teaching and learning pedagogy (Newman,

Couturier & Scurry, 2004), and

– Impacting on the entire education delivery and support

processes (Marek, Sibbald, and Bagher, 2006)

• On-line learning is marked by a “juxtaposition of new

technology and old pedagogy” (Levy, 2005)

Page 15: Educating digital natives to educate digital immigrants

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MACHINES TO LEARN WITH, NOT FROM

• Students learn when they exploit technology as cognitive tools

while leveraging on artificially-intelligent machines for

information access and data storage, and computation and

retrieval purposes.

• New media platforms, such as Wikipedia, Blackboard, Sakai,

YouTube, Facebook; the mind tools of Microsoft Office, Prezi,

and the virtual world of Second Life are additional scaffolds that

stimulate human cognition to make sense of reality.

• Thinking with teaching machines brings about a qualitative

shift in the mental activity of students because it provides a

dynamic scaffold for influencing and activating the thought

processes (Jonassen and Carr, 2000).

Page 16: Educating digital natives to educate digital immigrants

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MACHINE-LED eEDUCATION

Page 17: Educating digital natives to educate digital immigrants

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BLENDED LEARNING?

• “The thoughtful fusion of face-to-face and on-line learning …

optimally integrated such that the strength of each are

blended into unique learning experience congruence with the

context and intended educational purpose” (Garrison and

Vaughan, 2008:5)

• It may have lost its way because of its “one size fits all” mentality

(Mason and Rennie, 2006:xxxii)

• Traditional campus-based institutions see the potential of on-

line learning in terms of access and serving more students

instead of serving current students better (Garrison and

Vaughan, 2008:7)

Page 18: Educating digital natives to educate digital immigrants

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Education

Pedagogy

Digital

Natives

eEducation

Framework

Teaching

Machines

Learning

Styles

Heuristics

Distance

Education

Page 19: Educating digital natives to educate digital immigrants

2Inspire |2Imagine|2Integrate

Page 20: Educating digital natives to educate digital immigrants

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CONSTRUCTIVIST PEDAGOGY Independent and reflective learners with the confidence and skills to

apply appropriate teaching and learning strategies to construct

knowledge, shared meanings, and understanding

– Socratic method of teaching and learning … accurate definitions, clear

thinking, and exact analysis

– Learning by doing … actively engaged in the process of inquiry (Dewey) to

make sense of experience

• Inquiry ensures core concepts are constructed and assimilated in a deep

and meaningful manner

• Teach less, learn more …

– Problem-based learning (PBL) … learning to learn through case studies,

scenarios, and simulations

– Social interaction to construct shared meanings and understanding involving

learners in communities of practice (Lave and Wenger, 1991)

Page 21: Educating digital natives to educate digital immigrants

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PEDAGOGY-LED eEDUCATION

Page 22: Educating digital natives to educate digital immigrants

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DISCIPLINARY GROUPINGS (ADAPTED FROM CULLEN ET AL., 1994)

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THE DARK SIDE - PANOPTIC LEARNING

• Idea originates from a seventeen century architectural

innovation of Jeremy Bentham’s panopticon, known as seeing

without being seen (Jacobs and Heracleous, 2001) – Based on the principle of central inspection, an architecturally and managerially

innovative model prison was designed, and its uses extended to institutions built

under the same principles and with a similar purpose.

• Fear is an uneasiness of the mind (John Locke)

– Indiscriminate digital tracking and cyber stalking of students

invoke social and ethical dilemma, especially when initiating

and creating educational spaces within a virtual environment

(Sheehy, Ferguson, and Clough, 2008).

• Machine learning is essentially panoptic in nature.

• The school is a prison (Foucault, 1977)

Page 24: Educating digital natives to educate digital immigrants

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ETHICS & SOCIAL RESPONSIBILITY

• Ensure an appropriate level of confidentiality and security for

on-line resources and communications

– Learning materials in on-line learning environments are

published and therefore more widely disseminated

– Rights regarding learning materials will be eroded or

infringed

– It is persistent, so that it may be read and referred long after

the event to which it relates (Littlejohn and Pegler, 2007:215)

• Privacy, Information and Property Rights

– Moral right of individuals to be left alone, free from

surveillance or interference from others

Page 25: Educating digital natives to educate digital immigrants

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WHAT I HAVE LEARNT …

• Ubiquitous teaching and learning

– Managing time and resources

– Learning about and learning to be

• Knowing that, knowing how, and knowing why

– Rote learning, critical thinking, and contrary thinking

• Absorption capacity between the learner and the learned

– Attention blindness and distraction

– One size fits one

• The passion in learning is embedded in assignments

• Facilitate on-line learning persistently

– If we keeping pouring “water” on the students, they will eventually get “wet”

– Engage students in new media platforms

Page 26: Educating digital natives to educate digital immigrants

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TROPHY KIDS, HELICOPTER PARENTS AND

APRON STRINGS (ALSOP, 2008:73)

• Today’s parents remain intimately involved with

their digital-native trophy kids from the cradle to the

workplace …

• Helicopter parents most frequently intervene during

the school years, lobbying teachers for higher grades

and helping trophy kids apply for college, and

deciding on their professional discipline.

• Some trophy kids desire more independence but find

it difficult to wean themselves from their parents

Page 27: Educating digital natives to educate digital immigrants

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Some Ideas on Total

Engagement of

Digital Natives

Games and virtual worlds as

part of curriculum enhancement

strategies

Teaching & learning styles to

embrace new media platforms

Passion learning embedded in

assignments

Revisit students’ assessments

Exploit tablets as an enabler in

teaching and learning

Cognition & learning-by-doing

Page 28: Educating digital natives to educate digital immigrants

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