lo de@atee2013 ppt_rapetti
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LEARNERS OF DIGITAL ERA LoDE Between data evidence and intuitions
Emanuele Rapetti, PhD
Prof. Lorenzo Cantoni, PhD
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Agenda:
1. What?
2. Why?
3. How?
4. Results
5. Conclusions
6. Questions
7. Deepenings
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Brief introduction
WHAT? A STUDY CONCERNING LODE
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ICTs Generation
of digital
learners
3 VIEWS (SAMPLES)
Tapscott
Bauerlein
Bennett, Maton & Kervin
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The
“labelling”
issue
FIR
ST
SA
MP
LE
: PR
EN
SK
Y (2
001
)
It is now clear that,
as a result of this
ubiquitous environment
and the volume of their
interaction with it,
today’s students
think and process
information
fundamentally differently
from their predecessors 6
SE
CO
ND
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MP
LE
: BA
UE
RL
EIN
(2008
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hyper-networked kids
who can track each other’
every move with ease,
but are largely ignorant
of history, economics, culture,
and other subjects
Digital natives,
go to the Internet
not to store knowledge in their
minds,
but to retrieve material and pass
it along.
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A NUMBER OF LABELS
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TH
IRD
SA
MP
LE
: SC
HU
LM
EIS
TE
R (2
008
)
the expected media
competence
of young learners
solely consists
of being able
in locating information
in the net
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WHY? BECAUSE OF A GREAT RHETORIC
Rhetoric concerning «digital learners»
Implications
Expectations
Many “labels”
An hot debate
the key-question:
Is the fact of growing up in the digital era (AGE)
an explanatory variable
for the predisposition to adopt ICTs in education 10
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LIT
TL
E T
AS
TE
OF
RH
ET
OR
IC…
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HOW?
FRAMING THE TOPIC, BEYOND INTUITIONS
Refusing a prepackaged perspective
LoDE
Theoretical interdisciplinary framework
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Combining quantitative
Online questionnaire,
562 respondents (university students of Ticino – CH)
Statistical treatment of data
and qualitative
2 LEGO sessions e 3 MEDIA DIET DIARIES
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HOW? METHODOLOGICAL ARCHITECTURE
Because of the great complexity
Seven hypotheses
Four open questions
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MAIN RESULTS
Age variable does not explain ICTs predilection
in education
«Classical strategies» are preferred to
eLearning/digital learning
“Media Convergence”
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QUESTION
“HOW MUCH ICTS IMPROVED…”
The fact of
being older...
...increases
of...
...the likelihood to consider that
ICTs improved significantly...
0.8% “the way you practice your hobby or
interests”
0.5% “the way you do your students’ tasks”
0.1% “the way you learn”
3.9% “the way you collaborate with your peer”
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QUESTION :
“WHICH IS YOUR FAVOURITE STRATEGY TO LEARN?”
The fact of
being older...
...increases
of...
...the likelihood to be
more in favour of...
0.2% “lectures in classroom”
0.6% “printed
dictionary/encyclopaedia”
0.3% “online platforms
(eLearning)”
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QUESTION
“HOW MUCH DO YOU AGREE…?”
The fact of
being older...
...increases
of... ...the likelihood to answer that...
4.0% “It would be good if there were more
eLearning in my courses”
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RE
PR
ES
EN
TA
TIO
N A
ND
DE
FIN
ITIO
N
OF
“R
EA
DIN
G”
Reading means: having a book on the desk and a marker
in my hand, checking on the net what I do not know, using
the phone when a I need help, printing materials which
are useful for me.
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CONCLUSIONS
No predominance of technology in
education
Socio-demographic variables are not
unequivocal to explain ICTs
adoption in education
Labels can be catchy, but are not so
useful in education 22
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The importance of communication
in using media
The importance of search in using
media with learning-purposes
The importance of eLearning as a
context and as a strategy 23
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THE FINAL INSIGHT
Massive user ≠ expert user
Familiarity ≠ Mastering
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THANKS FOR YOUR ATTENTION
GRAZIE PER L’ATTENZIONE
Questions and/or comments?
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ATTACHMENTS - ALLEGATI
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LABELS
Boomer babies; Boomlets; Born digital; Digital kids;
Digital Natives; Digital residents; Echo Boom;
Gamers; Gen.com; Generation Next; Generation Tech;
Generation Why; Generation XX; Generation Y;
Generation 2000; Grasshopper Minds; Homo
Zappiens; Instant-Message Generation; Millennials;
Net generation; Net-agers; Next Great Generation;
Nintendo Generation; Prozac Generation; Screen
Generation; Coddled, adrift, and slackers; Dumbest
generation; Narcissist; Net addicted (to pointless
activities); Shameless; The ones who click (instead of
thinking); The ones who take Google as Gospel;
Violent; online bullies…
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3 DIFFERENT VISIONS OF THE SAME TOPIC
The enthusiasts (about the impact of ICTs on learners` skills and behaviours)are firmly convinced that digital technologies are making the generation of younger learners a very skilled one. Within them is it possible to identify three different approaches, depending to the observed area of ICTs’ effects on learners behaviours and attitudes:
The historic-sociological approach, moving from all the differences between the current generation and the previous ones (e.g.: Howe & Strauss, 2000);
The psycho-cognitive approach, claiming that the everyday usages of ICTs changed the cognitive abilities of young people (e.g.: Prensky, 2001; Small, 2008);
The socio-pedagogical approach, based on the paradox “everywhere ICTs, except at schools” (Pedró, 2009), and asking for a reform/revolution in school and university systems (e.g.: Oblinger & Oblinger, 2005; Junco & Mastrodicasa 2008).
The concerned ones, almost reactionaries, accepting as well this idea of a digitalized generation of learners, but concerned about the potentially dangerous effects, such violence, dumbness, harassment, addiction, etc (e.g. Bauerlein, 2008).
The critics, who question the idea of characterising the set of skills of the young generation simply in function of ICTs’ usages, criticizing all the unrequested generalizations, and calling for deeper studies and g-localized analyses (e.g. Selwyn, 2010). 28
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WHY LODE?
The focus is on persons, so the first word refers to them.
The perspective is anthropological-pedagogical, so the chosen word is about learning.
Not only young people learn though ICTs in the Knowledge Society and relevant effects on digital learners can be observed as wall on adults.
The lesson learned from “Digital natives” label is the pervasion of digital technologies in everyday life has a great impact on learning experiences but refuses to apply the “digital” adjective to people and to imply generational divides.
The lesson learned from “generation Y” e “NetGeneration” label is the use of digital technologies (especially the portable ones) changed dramatically our way of living, it is something new in history – therefore, a new “era” –, but it does not mean it is a matter of age.
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DATI SUL CAMPIONE
AGE VARIABLE
MEAN: 24.5 years;
MEDIAN: 23 years;
MIN: 17, MAX:75.
The whole was divided into three “age groups”:
17 to 23 years (58.5% of the sample),
from 24 to 29 (28.1%)
30 and over (13.3%). This is primarily aiming to highlight any
possible differences between LoDE belonging to Gen Y – namely, born
after 1980 – and the others, who had in 2009, more than 30 years
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7 HYPOTHESES
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1. The presence of ICTs in LoDE experience is massive
2. ICTs’ usages are more related to leisure purposes than to
learning ones
3. ICTs’ adoption for learning goals is statistically relevant
for elementary learning behaviours
4. ICTs predilection in learning contexts is
explainable/predictable thanks to
Age variable
Country of origin
Gender
Field of studies
5. LoDE request for more ICTs in formal learning
6. eLearning is the preferred way to learn
7. LoDE express a learning-style pattern digitally oriented
4 OPEN QUESTIONS
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1. Which is the perception LoDE have of their media
diet, and how does it influence learning behaviours?
2. Which is the relevance of digital experiences for
learning?
3. Is it observable a skill transfer from informal contexts
of learning to formal ones?
4. Are LoDE bearers of a peculiar technological potential
useful for learning purposes?
DE
TA
ILE
D R
ES
UL
TS (1
):
VE
RIF
ICA
TIO
N/F
AL
SIF
ICA
TIO
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F H
YP
OT
HE
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Hypotheses Results
1. The presence of ICTs in LoDE
experience is massive Verified.
2. ICTs’ usages are more related to leisure
purposes than to learning ones Only partially verified.
3. ICTs’ adoption for learning goals is
statistically relevant only for elementary
learning behaviours
3B. eLearning appreciation is explainable
thanks to advanced practices with ICTs.
Abandoned – lack of diriment results
3B
A little statistical relation was
registered, butin a such little
dimension to be not relevant
4. ICTs predilection in learning contexts is
explainable/predictable thanks to
a. Age variable
b. Country of origin
c. Gender
d. Field of studies
Falsified.
The influence of socio-demographics
is almost negligible: too little or not
existing.
5. LoDE request for more ICTs in formal
learning
The assumption behind the
hypothesis is not confirmed.
6. eLearning is the preferred way to learn Not verified.
7. LoDE express a learning-style pattern
digitally oriented Falsified.
DE
TA
ILE
D R
ES
UL
TS (2
):
AN
SW
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S T
O O
PE
N Q
UE
ST
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Open questions Answers
1. Which is the perception
LoDE have of their media diet, and
how does it influence learning
behaviours?
LoDE seem to be still in approaching phase to
a learning behaviour digitally-oriented. On
one side they are great adopter of ICTs, but on
the other they are not very aware of the
permeation of media in their lives.
2. Which is the relevance of
digital experiences for learning?
We could synthesize with the expression: a lot
of expectations and some concerns. LoDE do
a sage/reasoned usage of ICTs in learning.
Mainly they stress communication and
information gathering.
3. Is it observable a skill
transfer from informal contexts of
learning to formal ones?
No. Or, at least, not yet.
But it is true that we can observe premises
allowing this skill transfer to develop. Indeed,
as per today, ICTs seem to play an
“alongside” role – rather than a “bridge” one –
between activities of leisure and learning.
4. Are LoDE bearer of a
peculiar technological potential?
Not really.
They are manifestly familiar but no
substantial revolutions in learning styles are
observable.